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MT   OF   CAL.IFORNI* 

BERKELEY.  CALIFORNIA 


GIFT  OF 
Dr.    J.km   Hockett 


THE  JUNIOR  HIGHWAY 
TO  ENGLISH 


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1       I 


BY 

C.  H.  VyARD 

The  Taft  School,  Watertown,  Connecticut 

AND 

H.  Y.  MOFFETT 

The  University  High  School,  Iowa  City,  Iowa 


Scott,  Foresman  and  Company 

CHICAGO  ATLANTA  NEW  YORK 


\   •  .    ' 


Copyright  1922  by 
SCOTT,  FORESMAN  AND  COMPANY 


For  permission  to  use  copyrighted  pictures  grateful 
acknowledgment  is  made  to  the  Wide  World  Photos 
for  the  illustrations  on  pages  23,  111,  117,  143,  208, 
231,  and  247;  and  to  Underwood  and  Underwood 
for  the  illustration  on  page  182. 
273.9 


v.'  ;  »: :  ■ 


PREFACE 

Frequently  during  the  year  when  we  compiled  the  Junior 
Highway  we  breathed  a  thanksgiving  of  this  sort:  "Now  we 
have  something  to  work  with  in  our  own  classes."  If  two 
men  of  such  different  temperaments,  with  such  different  expe- 
riences, in  such  different  schools,  were  so  agreed  about  their 
needs,  there  must  be  at  least  a  few  hundred  teachers  in  the 
country  who  will  feel  as  we  do  about  "having  something  to 
work  with."  We  believe  that  our  unfailing  agreement  is  a 
proof  that  the  book  will  be  serviceable  in  many  places. 

One  of  us  gained  his  experience  in  the  public  school  system 
of  Iowa,  acquiring  a  knowledge  of  junior  high  school  conditions 
by  laboring  in  the  junior  high;  the  other  learned  his  trade  in 
Connecticut,  where  he  taught  eighth-year  boys  from  nearly 
every  state  in  the  Union  and  from  all  sorts  of  schools. .  We  pre- 
pared ourselves  for  text-making  by  trying  to  earn  salaries  in 
the  seventh  and  eighth  years. 

Since  the  two  schools  in  which  we  worked  were  so  widely 
separated  and  had  such  different  forms,  we  might  have  been 
expected  to  find  our  methods  widely  variant.  Collaboration, 
always  a  process  of  reconciling  differences,  might  have  seemed 
hopeless.  Yet  from  inception  to  conclusion  of  our  joint  labor 
there  has  been  no  disagreement.  There  have  been  differences 
of  opinion  about  some  emphases  or  devices,  but  "It  works  in 
my  classes"  has  settled  every  query.  The  fact  is  that  there  is  no 
ground  for  divergence  in  practice.  American  pupils  twelve  or 
thirteen  years  of  age  are  American  pupils,  whether  they  live 
amidst  factories  or  cornfields,  whether  their  clocks  are  set  by 
Atlantic  or  Pacific  time.  Earnest  teachers  of  seventh  and 
eighth-year  composition  always  discover  the  same  fundamental 
facts  about  young  minds.  On  these  fundamentals  this  text 
is  based. 


?35?19 


4  PREFACE 

Certain  unusual  features  of  the  book  demand  a  few  para- 
graphs of  comment.     >, ,.,* 

"Sentence  Work."  Ever  since  English  composition  has 
been  taught,  teachers  have  known  that  the  basic  necessity  is  a 
knowledge  of  when  one  sentence  ends  and  the  next  one  begins — 
the  "sentence  sense,"  which  is,  as  Superintendent  Bernard  M. 
Sheridan  says  in  his  Speaking  and  Writing  English,  "the  ele- 
ment upon  which  all  other  details  of  composition  depend  and 
upon  which  the  whole  superstructure  is  built."  Must  sentence 
sense  be  considered  a  mystical  instinct,  not  to  be  acquired  by 
average  pupils  through  the  means  of  specific  practical  work? 
The  authors  of  this  textbook  believe  that  there  is  nothing 
mysterious  about  this  knowledge,  nor  about  the  form  of 
exercise  that  will  convey  it.  If  any  normal  child  is  shown  how 
to  find  the  units  in  an  easy  series  of  simple  sentences,  is  required 
to  separate  another  similar  passage  into  units,  is  shown  bit  by 
bit  how  sentences  begin,  is  led  step  by  step  through  slightly 
harder  sentences,  is  instructed  point  by  point  in  the  verbs  and 
substantives  and  prepositions  that  make  sentences,  is  carefully 
prepared  for  every  advance  in  complexity  by  obvious  and  full 
illustration,  he  will  master  a  sentence  sense.  The  lessons  in 
so-called  "sentence  work"  teach  the  foundations  of  grammar, 
making  a  direct  application  of  each  subject  to  extending  the> 
pupil's  sentence  sense. 

Spelling.  Ever  since  1914*  it  has  been  known  that  most  of 
our  spelling  troubles  center  in  a  few  hundred  common  words 
that  are  misspelled  in  precisely  the  same  way  by  a  large  propor- 
tion of  the  pupils  of  every  school  in  the  country.  Successful 
teachers  have  known  this;  ninth-year  teachers  have  everywhere 
exclaimed,  "If  only  pupils  knew  these  few  hundred  words  when 
they  come  to  us,  we  should  have  no  spelling  problem."  Yet 
heretofore  there  has  been  little  recognition  of  the  difference 
between  the  making  of  spelling-lists  and  the  actual  teaching  of 
spelling.    We  have  tried  to  develop  the  only  method  of  teach- 

*Cf.  the  English  Journal  articles:  "Intensive  Spelling"  (Oct.,  1914),  "Report  of  the  Committee 
on  Economy  of  Time"  (Feb.,  1919),  "The  New  Knowledge  of  Spelling"  (Feb.,  i9«S).  Cf.  'Con 
crete  Investigation  of  the  Material  of  English  Spelling,     by  W.  Franklin  Jones. 


PREFACE  5 

ing  spelling  that  secures  results.  An  eighth-year  pupil  who  has 
not  been  trained  intensively  in  the  words  displayed  so  emphati- 
cally in  the  Junior  Highway  will  be  a  poor  speller,  no  matter 
how  many  thousands  of  other  words  he  has  spelled  in  lists; 
and  any  pupil  who  has  attained  a  habitual  mastery  of  the  three 
hundred  will  not  be  a  poor  speller.  That  statement  will  sound 
incredible  only  to  those  who  are  not  familiar  with  the  new 
knowledge.  Nor  is  it  sufficient  merely  to  present  the  three 
hundred  with  emphasis;  they  must  be  handled  by  a  certain 
technique  that  is  not  yet  widely  known:  (1)  Only  a  few  words 
must  be  presented  at  a  time;  (2)  there  must  be  frequent  review, 
graded  with  increasing  severity;  (3)  attention  must  be  directed 
to  the  particular  letters  that  cause  the  errors — e.  g.,  the.z  in 
business,  the  e  in  doesn't,  the  o  in  lose ;  (4)  the  image  of  the  cor- 
rect form  must  be  intensified  by  grouping  similar  forms  together; 
(5)  tests  must  be  by  means  of  dictated  sentences;  (6)  spelling 
is  not  taught  until  the  pupil  has  a  fixed,  invariable  habit  of 
using  the  correct  form  in  his  own  writing.  Any  teacher  who 
follows  the  spelling  exercises  provided  in  the  various  lessons 
will  be  applying  this  technique  that  is  not  even  hinted  at  in 
previous  texts. 

Grammar.  After  the  basis  of  grammatical  knowledge  has 
been  laid  in  Part  I  by  sentence  work,  Part  II  extends  the  knowl- 
edge. The  steps  are  carefully  planned,  not  by  academic  con- 
siderations, but  by  classroom  experience;  each  step  is  taken  for 
a  purpose,  for  application  to  composition.  We  have  not  been 
interested  in  theories  of  how  glorious  or  how  bad  a  subject 
grammar  may  be;  but  have  cared  only  to  develop  such  under- 
standing of  language  elements  as  we  know  is  useful.  The  gram- 
matical items  developed  are,  therefore,  selected  on  the  basis  of 
"Minimum  Essentials,"  but  we  have  provided  in  the  Gram- 
mar Appendix  a  considerable  body  for  further  study  that 
may  be  used  at  the  discretion  of  the  teacher. 

Punctuation.  Punctuation  in  the  seventh  year  is  confined 
almost  entirely  to  the  separation  of  sentences,  because  experi- 
ence shows  that  no  other  need  is  so  great  at  that  time.    In  the 


6  PREFACE 

eighth  year  the  simpler  and  more  necessary  uses  of  the  comma 
are  exemplified;  full  exercises  are  furnished  in  the  "Comma 
Book,"  a  pamphlet  of  unpunctuated  sentences .  We  know  that 
many  successful  teachers  have  yearned  for  material  like  that 
in  the  "Comma  Book" ;* we  believe  that  no  form  of  work  will 
produce  such  lasting  results  in  improved  sentence  structure. 

Oral  Composition.  It  is  very  easy  to  manufacture  pages 
of  oral  projects  which  purport  to  be  "constructive"  and  which 
look  perfectly  charming;  it  is  difficult  to  select  such  topics  and 
to  present  them  in  such  a  way  as  will  insure  a  response  from 
flesh-and-blood  pupils  and  will  result  in  well  constructed  talks 
before  a  class.  It  is  easy  to  provide  the  motions  for  using  up  a 
recitation  period,  but  hard  to  compel  young  people  to  work 
with  their  intellects  for  the  careful  composing  of  thoughts  into 
an  orderly  whole.  We  have  aimed  to  present  essentials,  to 
insist  upon  elements,  to  enforce  by  repetition,  to  present  a  few 
simple  means  for  securing  tangible  results.  We  hope  that  our 
treatment  of  Oral  Composition  will  stimulate  effort  by  its  con- 
creteness.  For  one  illustration,  we  have  shown  picturesquely 
the  "and"  and  "so"  habits,  which  sometimes  dominate  even  the 
oral  efforts  of  university  instructors.  For  another  illustration, 
we  have  made  oral  compositions  permanent  by  stenographic 
records,  so  that  they  may  be  subjected  to  the  same  kind  of 
searching  examination  that  written  compositions  receive;  for 
we  know  that  such  specific  study  causes  progress.  Throughout 
our  treatment  we  have  aimed  at  gradual  and  definite  improve- 
ment in  the  pupil's  confidence,  coherence,  and  effectiveness. 

Written  Composition.  The  subjects  for  written  composi- 
tion, like  those  for  oral,  are  very  simple — prevailingly  narration 
and  explanation.  We  hope  that  we  have  insured  constant 
attention  to  structure,  to  the  contrivance  of  episodes  and  facts 
to  an  effective  conclusion. 

General  Arrangement.  The  purpose  of  our  general  ar- 
rangement ought  to  be  obvious.  Part  I  is  for  the  seventh  year, 
Part  II  for  the  eighth.  The  material  is  not  grouped  in  bulky 
chapters,  which  a  teacher  must  unpack  and  sort  out  for  use; 


PREFACE  7 

it  is  assorted  in  lesson  units.  Each  lesson  is  a  real  task  for  one 
day.  In  each  Part  there  are  66  lessons,  designed  to  afford  the 
best  material  for  a  class  that  can  use  the  book  only  two  days  a 
week.  These  are  of  prime  importance,  and  should  all  be  in- 
cluded in  a  year's  course .  Teachers  who  use  more  than  this  mini- 
mum of  66  lessons  a  year  should  estimate  how  many  additional 
assignments  they  can  make,  and  should  choose  these  from  the 
lessons  marked  "A"  or  "B"  or  "C"  or  "X."  The  lessons  are 
planned  to  give  that  proper  variety  of  topics  which  is  so  im- 
portant if  fresh  and  dynamic  interest  is  to  be  maintained. 
Spelling  comes  frequently  and  is  frequently  reviewed;  about 
every  other  lesson  is  in  sentence  work  or  practical  grammar; 
oral  work  alternates  with  written;  letter-writing  is  not  bunched 
in  one  chapter,  but  is  extended  throughout  the  book.  A  teacher 
who  has  not  yet  formed  a  settled  program  can  confidently  teach 
the  lessons  in  the  order  in  which  the  book  presents  them.  A 
teacher  who  has  such  a  program  can  easily  vary  the  order  to 
suit  her  own  method.  Teachers  with  a  minimum  of  time  can 
see  just  what  material  they  are  to  use;  and  teachers  with  much 
more  time  can  readily  tell  what  "A"  or  "B"  lessons  are  suitable 
for  their  needs. 

Differentiated  Courses.  The  previous  paragraph  speaks  of 
the  adjustment  of  the  lessons  to  the  needs  of  different  schools. 
The  flexible  plan  that  we  have  designed  may  well  serve  for  a 
more  difficult  and  more  important  adjustment — for  differentia- 
tion of  courses  within  any  particular  class.  Progressive  organ- 
izers of  junior  high  schools  are  everywhere  striving  to  overcome 
the  waste  of  mass  instruction  and  to  arrange  for  efficiency  in 
homogeneous  groups.  We  have  faith  that  our  book  will  be  of 
service  in  connection  with  this  most  significant  of  recent 
pedagogic  advances.  In  Part  I,  for  example,  the  66  numbered 
lessons  represent  a  minimum  of  achievement  for  the  group  of 
less  able  pupils.  Such  supplementary  lessons  as  furnish  the 
extra  drill  or  review  of  fundamentals  needed  by  the  more 
backward  may  be  assigned  only  to  them.  Pupils  in  the  middle 
group   may   use   supplementary   lessons  which   call   for  con- 


8  PREFACE 

structive  work  of  a  more  advanced  nature.  Pupils  in  the 
superior  group,  well-grounded  in  the  fundamentals,  and  able 
to  master  their  work  more  rapidly,  may  be  permitted  to  win  a 
higher  grade  by  undertaking  certain  of  the  more  difficult  extra 
lessons  or  individual  projects  in  composition. 

A  Road  to  Results.  While  the  authors  were  planning  each 
detail  of  a  lesson,  or  of  the  order  of  topics,  their  constant  chal- 
lenge to  themselves  was,  "How  does  this  work  in  the  class- 
room?" They  have  tried  to  furnish  for  the  most  intricate  sub- 
ject in  the  curriculum  a  text  that  will  open  a  straight,  plain 
road  to  results. 

C.  H.  Ward 

H.  Y.  MOFFETT 


CONTENTS 

PART  ONE— SEVENTH  YEAR 
Lesson  Page 

1.  Oral  1 :     "An  Accident" — using  "rest  periods" 17 

2.  Oral  2:     "A   Bit   of  an   Adventure" — starting  promptly  and 

speaking  distinctly 19 

Right  Forms  1 — see 21 

2  A.     Oral  3 22 

3.  Spelling  1 — the  a  words 22 

4.  Sentence  Work  1 — "The  Grizzly";  easy  verbs 25 

5.  Sentence  Work  2 — separated  parts  of  verbs 27 

6.  Oral  4:     "A  Heroic  American" — good  ways  to  begin  sentences.  28 

Right  Forms  2— go • 29 

6  A.     Dictionary  Work  1 — indicating  sounds 29 

6  B.     Dictionary  Work  2 — arranging  words  alphabetically 30 

6  C.     Dictionary  Work  3 — looking  up  and  pronouncing 31 

7.  Spelling  2 — words  like  know,  perhaps,  across 31 

Sentence  Work  3— "The  Water  Fight" 32 

8.  Oral  5:  "An  Animal  That  Seemed  to  Think" — without  hurrying  32 
8  A.     Dictionary  Work  4 — marking  the  accent 34 

9.  Sentence  Work  4 — nouns 35 

Right  Forms  3— do . 36 

10.  Written  1 :  learning  the  forms  for  themes 36 

11.  Written  2:  a  three-paragraph  story 39 

11  A.     Sentence  Work  5 — finding  verbs 41 

12.  Spelling  3 — words  like  speak,  shone,  led,  rough 41 

Sentence  Work  6 — personal  pronouns 42 

13.  Written  3 :    "When  I  Was  in  Trouble" — the  three  parts  of  a  story  42 
Right  Forms  4 — lie 44 

14.  Sentence  W^ork  7 — subjects  of  verbs 45 

15.  Spelling  4 — some  really  hard  words  like  sure  and  their 47 

Sentence  Work  8 — "Cotton  at  the  Movies" 48 

16.  Written  4:     "A  Pioneer" 49 

Right  Forms  5 — sit 51 

17.  Oral  6:     "Improving  a  Treasure  Island  Composition" 52 

18.  Sentence  Work  9— "The  Sea-serpent"  and  "Was  It  a  Joke?"...  53 

9 


10  CONTENTS 

Lesson  Page 

19.  Oral  7 — learning  to  do  without  and 54 

Spelling  5 — review 56 

19  A.     Sentence  Work  10 — "Jazz  in  the  Menagerie"  and  "A 

Naval  Battle  on  a  Table" 56 

20.  Sentence  Work  11 — verbs  of  two  and  three  parts 57 

Spelling  6 — review 58 

20  A.     Sentence  Work  12— "How  Indians  Make  Fire" 58 

Right  Forms  6 — know 59 

21.  Oral  8— "A  Fable" 59 

22.  Written  5 — writing  out  the  legend 60 

23.  Sentence  Work  13 — prepositions 63 

24.  Spelling  7 — adding  s;  two  separate  words 65 

Sentence  Work  14 — beginning  with  prepositions 66 

25.  Oral  9:  "How  I  Made  My  First  Money" — showing  periods  with 

the  voice 66 

26.  Written  6:     "Hallowe'en" — beginning  and  ending  promptly ...  .  67 

27.  Letters  1 — learning  exactly  the  right  forms 68 

Right  Forms  7 — write 70 

28.  Spelling  8 — putting  similar  forms  together 70 

Sentence  Work  15 — where  the  new  sentence  begins 71 

28  A.     Sentence  Work  16 — not  beginning  monotonously 72 

29.  Letters  2:  "When  I  Shall  Arrive" 73 

30.  Spelling  9 — putting  similar  forms  together 73 

Sentence  Work  17— "The  Hog  and  the  Cocoanut" 74 

31.  Letters  3 — to  a  person  we  don't  know  well 75 

32.  Letters  4 — addresses  and  salutations 76 

32  A.     Letters  5 — more  addresses  and  salutations 77 

32  B.     Letters  6 — drill  with  dates  and  addresses 77 

33.  Written  7:  "The  Trouble  That  Seemed  Big"— opening  and  clos- 

ing promptly 78 

Right  Forms  8— eat 79 

Summary  of  Knowledge  for  Mid-year  Promotion 80 

34.  Sentence  Work  18 — finding  verbs 82 

35.  Spelling  10 — putting  similar  forms  together 83 

Sentence  Work  19— "The  Pup  and  the  Game-cock" 84 

Right  Forms  9— take 84 

36.  Letters  7:  "To  a  Friend  Who  Has  Been  111" 85 

37.  Letters  8 — paragraphing;  giving  careful  directions 85 

37  A.     Letters  9 — headings  and  signatures 86 

38.  Sentence  Work  20 — sentences  with  two  verbs 86 

Spelling  11 — ies 87 

Right  Forms  10 — draw 88 


CONTENTS  11 

Lesson  Page 

39.  Oral  10:   "A  Conversation" 88 

40.  Sentence  Work  21 — clauses  that  are  not  sentences 89 

41.  Written  8:  "The  Live  Words  of  Real  People" 90 

41  A.     Written  9:  Said  words 93 

41  B.     Written  10:  Synonyms 93 

42.  Oral  11 :  "The  Interview  with  a  Real  Live  Person" 93 

43.  Sentence  Work  22 — clauses  that  are  not  sentences 95 

Right  Forms  11 — ought 97 

44.  Letters  10 — the  envelope 97 

45.  Sentence  Work  23— "The  Mountain  Climb"  and  "The  Medicine 

Man" 99 

Spelling  12 — singular  possessive 99 

46.  Letters  11:   "Plans  for  a  Class  Party" 101 

47.  Punctuation  1 102 

48.  Written  11 — direct  quotations 103 

Right  Forms  12 — give 105 

48  A.     Sentence  Work  24— "Dr.  Heidegger's  Study"  and  "Rip 

Helps  the  Stranger" 106 

49.  Spelling  13— review 107 

Sentence  Work  25 — verbs  of  three  and  four  parts 107 

50.  Oral  12:  "Should  We  Have  a  Summer  Term?" 108 

Spelling  14 — review 109 

50  A.     Sentence  Work  26— "The  Power  of  Water"  and  "Lin- 

coln's Troubles  with  Spelling" 109 

51.  Written  12 — paragraphing  dialog 110 

51  A.     Written  13:  "The  Center  of  the  United  States" 110 

52.  Spelling  15 — dropping  e 112 

Sentence  Work  27 — the  difference  between  sentences  and  clauses  113 

Right  Forms  13 — ring 114 

53.  Written  14:  "A  Moment  of  Life" 115 

Spelling  16 — review 115 

54.  Spelling  17 — review 116 

Letters  12 — a  friendly  letter 116 

54  A.     Written  15:  "The  Eagle  and  the  Camera  Man" 116 

55.  Written  16 — divided  quotations 118 

55  A.     Oral  13:   "What  I  Used  to  Play" 120 

56.  Written  17 — changing  to  direct  quotations 121 

Right  Forms  14— sing 122 

57.  Spelling  18— review 123 

Written  18:  "My  Pet" 123 

57  A.     Sentence  Work  28 — questions  that  are  not  sentences ...  .  123 

58.  Spelling  19 — review 125 


12  CONTENTS 

Lesson  Page 

Letters  13:   "Subscribing  for  a  Magazine" . .' 125 

Right  Forms  15 — break 125 

58  A.     Spelling  20— review 126 

Sentence  Work  29 — verbals  that  do  not  make  sentences 126 

59.  Oral  14:  "Two  Birds  Compared" 128 

59  A.     Written  19:  "The  Bird  Newspaper" 128 

59  B.     Letters  14:   "Which  Kind  of  Skates?" 130 

60.  Written  20 — changing  to  direct  quotations 130 

60  A.     Spelling  21— review 131 

Sentence  Work  30 — "zero  groups,"  which  are  not  sentences ....  131 

Right  Forms  16 — come 133 

61.  Spelling  22— review 134 

Oral  15:   "Explaining  a  Task" 134 

62.  Oral  16:  "Old  School  or  New  School?" 134 

62  A.     Written  21 — paragraphs  of  direct  quotation 136 

63.  Spelling  23— review. 137 

Written  22:  "How  Did  You  Make  It?" 137 

63  A.     Oral  17:  "A  Trick" 138 

64.  Letters  15:  "Answering  an  Advertisement" 139 

Spelling  24 — review 139 

Right  Forms  17 — throw 140 

64  A.     Letters  16:  "Inquiring  About  a  Camp" 140 

65.  Written  23:  "The  Atmosphere  of  a  Place" 141 

66.  Spelling  25 — review 141 

Written  24:  "My  Town  Fifty  Years  Ago" 141 

66  A.     Oral  18:   "The  Smallest  Church  in  the  Country" 142 

66  B.     Oral  19:   "A  Dialog" 144 

Oral  20:   "A  Toast" 145 

Summary  of  Knowledge  for  End-of-the-year  Promotion 147 

PART  TWO— EIGHTH  YEAR 

67.  Written  25:   "It  Happened  to  Me" 149 

68.  Grammar  1 — nouns 150 

69.  Written  26:   "An  Explanation" 151 

70.  Spelling  26 — review;  changing  y  to  i 153 

Grammar  2 — subjects  of  verbs 153 

71.  Oral  21 :  "How  to  Find  a  Place" 155 

Right  Forms  18 — run 155 

72.  Punctuation  2 — comma  in  series 156 

73.  Spelling  27 — review;  ies;  ea  words 157 

Grammar  3 — objects  of  prepositions 158 


CONTENTS  13 

Lesson  Page 

74.  Oral  22:  "First  Aid" 158 

75.  Spelling  28— review 160 

Sentence  Work  31 — "Four  Miles  in  a  Parachute" 160 

76.  Written  27:  "Improving  Our  Community" 161 

77.  Spelling  29— review 161 

Grammar  4 — finding  verbs 162 

77  A.     Spelling  30 — a  spelling-match 163 

77  B.     Written  28:  "Contriving  Something  Practical" 164 

78.  Spelling  31 — contractions 165 

Sentence  Work  32 — "Barnum's  Advertising" 166 

Right  Forms  19 — doesn't 167 

79.  Spelling  32— review 168 

Grammar  5 — subjects  of  verbs 168 

80.  Written  29:  "An  Embarrassing  Moment" 169 

80  A.     Oral  23:  "Just  How  It  Is  Done" 170 

81.  Spelling  33— review 171 

Punctuation  3 — dates 171 

82.  Spelling  34 — solid  words;  February,  Wednesday 171 

Sentence  Work  33— "Lincoln  at  the  Fair  Grounds" 172 

83.  Written  30:   "Describing  Your  Book" 173 

Right  Forms  20— bring 173 

84.  Spelling  35 — some  e  words 174 

Grammar  6 — subjects  of  verbs 175 

85.  Written  31:  "What  My  Friend  Looks  Like" 176 

85  A.     Written  32:  "As  the  Crowd  Saw  Them  for  a  Minute" .  .  178 

86.  Spelling  36— review 179 

Sentence  Work  34— "All  Polite  in  Chicago"  and  "The  Misfit 

Cub" 179 

87.  Oral  24:  "Our  Family  Is  Proud  of  It" 180 

87  A.     Spelling  37 — a  spelling-match 181 

87  B.     Written  33:   "Why  Is  She  There?" 181 

88.  Grammar  7 — demonstrative  and  indefinite  pronouns 183 

88  A.     Written  34:  "From  My  Window" 184 

89.  Spelling  38 — doubling  a  final  consonant 185 

Grammar  8 — singular  verb  with  singular  pronoun 185 

Right  Forms  21 — his  and  their 186 

90.  Written  35:  "The  Surprise  at  the  End" 187 

91.  Spelling  39 — review;  two  i  words;  ly 188 

Punctuation  4 — addresses 190 

Right  Forms  22— drive 190 

91  A.     Oral  25:  "A  Paragraph  Using  a  Topic  Sentence" 191 

92.  Spelling  40— review 192 


14  CONTENTS 

Lesson  Page 

Grammar  9 — two  pronouns  after  a  preposition,  subjects  of  verbs  192 

93.  Written  36:  "What  Sort  of  Person  Lives  Here?" 194 

94.  Spelling  41 — review 195 

Punctuation  5 — review 195 

94  A.     Oral  26:  "A  Home  of  Poverty" 195 

95.  Grammar  10 — verbals  that  are  not  verbs 196 

96.  Oral  27:  "How  to  Perform  a  Feat" 198 

Right  Forms  23 — drink 199 

97.  Spelling  42 — review;  ied;  el;  o'clock 200 

Punctuation  6 — appositives 200 

98.  Letters  17 — haw  to  place  an  order 201 

98  A.     Letters  18 — how  to  apply  for  a  position 202 

98  B.     Letters  19 — how  to  answer  an  advertisement 205 

Summary  of  Knowledge  for  Mid-year  Promotion 206 

98  C.     Written  37:  "An  Account  of  the  Armenian  Star" 209 

99.  Spelling  43 — the  ie  words;  two  e  words 209 

Grammar  11 — predicate  nominative 210 

Right  Forms  24— ride 211 

100.  Written  38:  "Fireside  in  Winter" 211 

101.  Spelling  44 — review;  contractions,  three  hard  words 212 

Punctuation  7 — review 213 

102.  Grammar  12 — adjectives 213 

103.  Written  39:  "Odors  and  Memories" 215 

104.  Spelling  45 — review;  more  ie  words;  four  hard  words 216 

Punctuation  8 — review 217 

104  A.     Letters  20 — applying  for  an  advertised  position 217 

Right  Forms  25 — isn't  and  hasn't 217 

105.  Punctuation  9 — review 218 

106.  Oral  28 — a  character  sketch  of  an  interesting  person 219 

107.  Spelling  46 — doubling  the  final  consonant 220 

Punctuation  10 — review 220 

107  A.     Oral  29 — a  character  sketch  of  a  peculiar  person 221 

108.  Spelling  47 — changing  y  to  i 221 

Grammar  13 — which  part  of  speech? 223 

109.  Oral  30:  "A  Battle" 224 

109  A.     Written  40:  "A  Battle" 225 

110.  Spelling  48— a  words,  etc 225 

Punctuation  11 — comma  after  an  introductory  clause 226 

Right  Forms  26— grow 227 

110  A.     Written  41— another  battle 228 

111.  Grammar  14 — kinds  of  adjectives 228 

111  A.     Written  42— "As  the  Race  Horse  Felt  It" 230 


CONTENTS  15 

Lesson  Page 

112.  Dictionary  5 — defining  the  commonest  objects 232 

113.  Punctuation  12 — comma  before  but 233 

113  A.     Dictionary  6 — defining  some  verbs 234 

Right  Forms  27— tear 234 

113  B.     Dictionary  7 — defining  adjectives 235 

114.  Spelling  49— review 235 

Punctuation  13 — punctuating  so 235 

114  A.     Oral  31 — explaining  by  an  outline 236 

115.  Dictionary  8 — avoiding  is  when  and  is  where 237 

116.  Spelling  50 — review;  ful;  ying 238 

Grammar  15 — adverbs ' 239 

117.  Oral  32:   "How  to  Prove  It" 240 

117  A.     Oral  33:  more  proofs 242 

118.  Written  43— a  ghost  story 243 

119.  Spelling  51 — review 245 

Punctuation  14 — comma  with  for 245 

120.  Written  44:  "A  Scene  in  Egypt" 246 

120  A.     Oral  34 — proving  by  observation 246 

Right  Forms  28— begin 248 

121.  Spelling  52— review 249 

Punctuation  15 — comma  with  and 249 

121  A.     Punctuation  16 — undivided  quotations 250 

121  B.     Punctuation  17 — divided  quotations  of  one  sentence.  .  251 

122.  Oral  35 — proving  by  opinion  or  experience 251 

122  A.     Punctuation  18 — divided  quotations  of  two  sentences .  254 
122  B.     Punctuation  19 — setting  off  participle  groups 255 

123.  Spelling  53 — review;  e  before  ly 256 

Letters  21 — basketball  series  no.  1 257 

124.  Spelling  54 — review;  ed;  athletics;  article;  address 257 

Grammar  16 — adverbs  and  adjectives 258 

Right  Forms  29 — he,  she,  I,  vs.  him,  her,  me 260 

125.  Spelling  55 — review;  plural  possessive;  straight,  course,  corner .  .  261 
Letters  22 — basketball  series  no.  2 262 

126.  Spelling  56— review 263 

Grammar  17 — adverbs  and  prepositions 263 

127.  Spelling  57 — review;  the  ei  words 264 

Letters  23 — basketball  series  no.  3 265 

127  A.     Grammar  18 — adverbs  of  degree 265 

128.  Spelling  58 — review;  the  ai  and  dis  words 267 

Letters  24 — basketball  series  no.  4 268 

129.  Grammar  19 — phrases  as  adjective  and  adverb 269 

130.  Written  45 — persuading  someone 270 


16  CONTENTS 

Lesson  Page 

130  A.     Oral  36:   "Tents  or  Cottages?" 271 

131.  Grammar  20 — objects  of  verbs 271 

131  A.     Grammar  21 — indirect  object 273 

131  B.     Grammar  22 — adjective  clauses 275 

131  C.     Grammar  23 — adverb  clauses 276 

131  D.    Grammar  24 — noun  clauses 278 

132.  Oral  37:   "Shall  We  Protect  the  Squirrels?" 279 

132  A.     Oral  38:   "The  Trial  of  Mr.  Sparrow" 282 

132  B.     Oral  39 — an  incident  from  the  life  of  an  author 284 

Spelling  59 — review 284 

132  C.     Oral  40— a  debate 284 

132  D.    Written  46 — a  class  book  project 285 

X  133.     Grammar  25 — who,  which,  and  that 287 

X  134.     Grammar  26 — relative  clauses 288 

X  135.     Grammar  27 — adjective  clauses 289 

X  136.     Grammar  28 — principal  and  subordinate  clauses 290 

X  137.     Grammar  29 — transitive  verbs 292 

X  138.     Grammar  30 — intransitive  verbs 293 

X  139.     Grammar  31 — more  about  verbs 294 

X  140.     Grammar  32 — verbals  as  adjectives 295 

X  141.     Grammar  33 — verbals  as  nouns 297 

X  142.     Grammar  34— the  to  verbals 298 

Summary  of  Knowledge  for  Promotion  to  the  Ninth  Year 300 

Appendix.     Useful  items  of  grammar  supplementary  to  the  material 

covered 302 

Index 317 


PART  ONE— SEVENTH  YEAR 

LESSON  1 

Oral  Composition  1 

The  good  story-teller  is  always  popular.  Everybody  likes 
stories.  Besides,  story-telling,  when  one  knows  how  to  do  it, 
is  great  fun  for  the  speaker,  as  well  as  for  the  listener.  Perhaps 
you  think  that  because  you  have  never  been  a  great  traveler 
and  explorer,  or  a  detective,  you  have  nothing  interesting  to 
tell.  If  this  is  your  opinion,  you  are  mistaken,  for  some  of  the 
very  best  stories  are  about  the  common  little  incidents  that 
happen  to  us  at  home.  Every  one  of  you  has  in  his  memory 
the  material  for  many  good  stories. 

Do  you  know  the  story  of  Sir  Launfal  and  his  search  for  the 
Holy  Grail?  If  you  have  read  it,  or  if  it  has  been  read  to  you, 
you  will  remember  that  Sir  Launfal,  a  proud  young  knight, 
in  his  vision,  left  his  castle  and  set  out  to  seek  for  the  Grail. 
After  traveling  about  the  world  for  many  weary  years,  he 
returned  disappointed.  Then  close  beside  the  castle  that  had 
once  been  his  own,  Sir  Launfal  found  the  wonderful  Holy  Grail, 
for  which  he  had  searched  in  vain  so  long. 

It  is  just  so  with  material  for  stories.  The  things  that  hap- 
pen to  you  are  much  more  interesting  than  you  think.  All  that 
is  necessary  is  for  you  to  learn  how  to  tell  about  them. 

The  story  which  follows  was  told  by  a  seventh-year  girl.  A 
man  who  was  very  expert  in  shorthand  took  it  down  exactly 
as  it  was  told.  Read  it  aloud,  and  see  how  it  sounds. 
Notice  how  the  repeated  and  and  so  spoil  it. 

My  First  Bicycle  Ride 

This  was  when  I  was  eight  years  old,  and  my  brother  Bruce  was 
going  to  teach  me  how  to  ride  his  bicycle,  so  we  went  out  in  the  road, 
and  he  told  me  to  get  on,  and  he  would  give  the  bicycle  a  push,  and 
all  I  would  need  to  do  was  to  pedal,  so  I  got  on,  and  He"  gave  me  a 
push,  and  I  flew  down  the  hill,  and  the  bicycle  upset  in  dust  about 

1? 


18  THE  JUNIOR  HIGHWAY 

six  inches  deep,  and  it  hurt  my  foot  and  my  arm,  so  I  cried  and  cried, 
and  the  tears  and  dust  made  mud  all  over  my  face,  and  Bruce  thought 
he  had  killed  me,  so  he  ran  and  hid  in  the  raspberry  bushes,  and 
Mother  couldn't  find  him  for  two  hours. 

No  doubt  you  can  tell  what  is  wrong  with  this  story.  The 
pupil  made  the  incident  seem  real,  but  she  spoiled  her  story 
because  she  had  not  learned  to  talk  in  sentences.  If  you  look 
closely,  you  will  see  that  the  whole  story  is  in  one  long,  stringy 
sentence.  You  can  find  only  one  period.  There  should  be  at 
least  ten  of  them.  If  the  speaker  had  used  simple  sentences, 
without  using  and  or  so  to  connect  her  thoughts,  where  would 
the  periods  come? 

Many  pupils  have  this  bad  habit  of  connecting  sentences  by 
and-uh,  or  well-uh,or  so.  This  habit  will  spoil  any  story,  for  the 
listeners  get  weary  of  hearing  these  useless  sounds.  Suppose 
that  instead  of  putting  in  such  a  sound  at  the  end  of  a  sentence, 
you  simply  stop  and  think  what  you  wish  to  say  next.  Then 
when  you  are  ready,  go  ahead  with  the  next  sentence.  The 
best  cure  for  the  habit  of  repeating  and  or  well  or  so  is  the  "rest- 
cure.''  Just  put  in  a  "rest  period"  at  the  end  of  each  statement 
while  you  are  getting  ready  to  start  the  next  one.  Some  pupils 
have  been  helped  by  taking  a  deep  breath  at  the  end  of  each 
sentence.    Perhaps  that  treatment  will  help  you. 

Here  is  another  bicycle  story.  It  was  told  by  a  seventh-year 
pupil,  like  the  first  one,  but  this  pupil  knew  how  to  talk  in 
sentences.  Read  this  story  aloud,  noticing  how  much  better 
it  sounds  than  the  first  one.    What  makes  the  difference? 

A  Narrow  Escape 

Last  Thursday,  as  soon  as  school  was  out,  I  started  to  ride  my  wheel 
over  to  scout  meeting.  As  usual,  I  rode  across  the  park,  which  was 
crowded  with  pupils.  I  rode  pretty  fast,  dodging  among  the  people 
who  were  crossing  the  park  on  foot.  When  I  came  to  the  corner, 
I  started  across  the  street,  forgetting  to  notice  whether  any  cars 
were  coming.  I  was  almost  in  the  middle  of  the  street  when  I  saw 
a  big  car,  loaded  with  girls,  coming  very  fast.  They  were  so  near 
when  they  saw  me  that  they  didn't  know  what  to  do.     The  girls  gave 


TO  ENGLISH  19 

little  shrieks.  The  one  who  was  driving  put  on  the  brakes,  and  the 
car  skidded  around  against  the  curb,  but  nothing  was  broken.  Two 
men  standing  on  the  corner  said  that  I  surely  had  a  narrow  escape. 

How  many  periods  can  you  find  in  this  little  story?  The  notes 
of  the  shorthand  writer  showed  plainly  that  this  pupil  divided 
his  story  into  sentences,  and  put  in  the  "rest  periods,"  or  short 
pauses,  between  them.  He  did  not  find  it  necessary  to  use 
and  or  so. 

Exercise.  Tell  a  story  about  some  accident  or  misfortune 
that  almost  happened  to  you.  When  you  stand  before  the  class 
to  speak,  look  at  your  audience  and  talk  directly  to  them.  Do 
not  let  your  eyes  wander  to  the  floor  or  the  ceiling.  Speak 
slowly  and  plainly,  with  a  "rest  period"  at  the  end  of  each 
sentence.    Do  not  join  your  statements  by  and  or  so. 


LESSON  2 
Oral  Composition  2 


The  story  that  follows  was  told  in  the  right  way.  You  will 
notice  that  it  begins  without  wasting  any  words,  and  that  it 
interests  you  at  once.  The  pupil  divided  his  story  into  short 
sentences.  At  the  end  of  each  sentence  he  paused  long  enough 
to  plan  the  start  of  the  next  one.  He  used  very  few  and's  or 
so's.  His  teacher  was  proud  of  his  work,  and  the  man  who  took 
shorthand  notes  of  the  story  was  amazed  at  the  excellence  of 
the  sentences.  See  if  you  think  that  the  story  was  well  planned 
and  well  told.  It  is  given  here  exactly  as  it  was  told,  except 
that  it  has  been  divided  into  three  paragraphs  to  help  the 
reader's  eye. 

The  Treasure  Chest 

The  barn  was  in  flames  when  my  brother  and  I  arrived.  The 
volunteer  fire  department  was  working  hard  to  save  the  house,  which 
was  joined  to  the  barn  by  a  short  shed.  We  stood  around  as  boys 
will,  watching  the  men  fill  the  sprayers.  All  of  a  sudden  the  side  of 
the  barn  caved  in,  and  immediately  the  fire  sprang  up  even  higher. 
Suddenly  it  occurred  to  us  that  we  might  save  something  from  the  fire. 


20  THE  JUNIOR  HIGHWAY 

Going  inside  the  house,  we  found  a  little  stairway  leading  down 
into  the  basement.  This  happened  to  be  just  where  the  fire  was 
thickest.  Looking  down,  we  saw  a  large  box  standing  on  the  floor 
in  the  middle  of  the  cellar.  The  flames  were  fast  creeping  to  it,  and 
we  were  inspired  to  save  this  box.  Immediately  we  decided  that  it 
might  contain  gold  or  some  equally  precious  thing.  Coming  down  the 
stairway,  we  reached  the  box,  which  we  found  quite  heavy.  Each  of 
us  took  one  of  the  handles,  and  we  started  back  up  the  stairway  again, 
getting  our  eyes  burned  and  our  hair  singed.  Then  we  got  the  box 
out  into  the  yard. 

Immediately  we  were  surrounded  by  a  crowd  of  men  who  praised 
us.  They  seemed  quite  excited  about  the  box.  We  watched  while 
they  opened  it,  anxious  to  see  what  was  inside  it.  It  was  locked, 
but  one  of  the  men  brought  an  ax  and  broke  the  lock.  The  lid  was 
hastily  torn  open,  and  the  treasure  was  revealed.  What  do  you 
suppose  was  in  the  box?  We  were  all  interested  to  find  out.  We 
found  it  three-fourths  full  of  Harding  and  Coolidge  campaign  buttons. 

Think  about  some  of  the  experiences  you  have  had.  The 
incidents  and  adventures  that  you  can  remember  will  furnish 
material  for  many  stories.  Do  any  of  these  titles  suggest  inci- 
dents that  have  occurred  to  you? 

The  calf 

The  horse  that  misbehaved 
Mosquito  troubles 
Too  much  like  work 
Cooking  under  difficulties 
Our  sleepless  night 
Some  people's  idea  of  fun 
That  unlucky  snowball 
Such  a  day 
10.   How  mother  was  fooled  20.   The  results  of  a  puncture 

Exercise.  Choosing  a  subject  suggested  by  one  of  these 
titles,  or  another  that  you  like  better,  plan  a  true  story  to  tell 
before  the  class.  Let  it  be  short.  Eight  or  ten  simple  sentences, 
without  and  or  so,  will  be  long  enough.  Think  about  the  first 
sentences,  and  plan  them  so  that  when  you  stand  before  the 
class  you  will  plunge  right  into  the  action  without  wasting  any 


1. 

Splash! 

11. 

2. 

Out  of  gas 

12. 

3. 

The  big  fish 

13. 

4. 

What  a  rain ! 

14. 

B, 

Lost 

15. 

(>. 

The  frog 

1G. 

7. 

Missing  the  train 

17. 

8. 

Dad's  surprise 

18. 

9. 

The  bumblebee 

19. 

TO  ENGLISH  21 

words  at  the  beginning.  Make  up  your  mind  that  you  will 
speak  so  slowly  and  distinctly  that  all  the  people  in  the  room 
can  hear  and  understand  every  single  word  you  say.  Pause 
between  sentences. 

The  Right  Forms  1* 
see — saw — have  or  has  seen 

1.  I  see  you. 

2.  We  saw  him  go. 

3.  Have  you  seen  any  rabbits? 

4.  He  was  seen  there. 

5.  I  have  seen  him. 

6.  The  other  boy  saw  him. 

7.  The  hill  can  be  seen  from  here. 

8.  Who  saw  the  pencil? 

9.  I  saw  it. 

10.  Has  anyone  else  seen  it? 

11.  Yes,  we  have  seen  it. 

12.  Others  may  have  seen  it. 

13.  He  has  not  been  seen  since. 

14.  He  saw  a  woodchuck. 

15.  Tracks  have  been  seen  there  before. 

16.  Have  you  seen  any? 

17.  I  saw  one  yesterday. 

18.  Who  else  saw  it? 

19.  Frank  saw  it,  too. 

20.  He  said  he  had  seen  a  ghost. 

21.  Do  you  think  he  saw  one? 

22.  He  probably  saw  a  white  stump. 

23.  I  have  often  seen  them. 

24.  I  never  saw  a  ghost. 

*The  Right  Forms.  Listributed  through  the  book  will  be  found  exercises  for  oral  training  in 
the  correct  use  of  verbs  and  idioms.  These  should  be  frequently  used  during  brief  periods  at 
the  beginning  or  the  end  of  recitations,  until  pupils  get  accustomed  to  hearing  their  own  voices 
saying  the  right  forms.  Since  the  needs  and  the  opportunities  for  su<  h  drills  mrst  vary  with 
each  class,  it  would  be  unwise  to  try  to  indicate  in  the  text  the  exact  points  at  which  these  dr  a 
should  be  utilized. 


i 


22  THE  JUNIOR  HIGHWAY 

LESSON  2  A* 
Oral  Composition  3 

Look  at  the  picture  on  page  23,  which  shows  a  little  girl 
riding  a  huge  and  dangerous-looking  alligator.  Study  this  pic- 
ture very  closely,  trying  to  make  up  your  mind  whether  it  is 
a  genuine  photograph  with  a  living  alligator.  Think  about  these 
questions : 

Are  alligators  dangerous  to  human  beings? 

Does  the  child  appear  frightened  or  uneasy? 

What  sort  of  apparatus  seems  to  be  fitted  to  the  creature's  head  ? 

What  is  the  curved  object  back  of  its  eye? 

Does  the  position  of  the  left  fore-foot  seem  like  a  natural 
walking  position?     How  about  the  right  hind-foot? 

What  other  details  can  you  find  that  influence  your  opinion? 

When  you  have  made  up  your  mind,  prepare  to  give  a  short 
talk  before  the  class  in  which  you  give  your  opinion  and  try  to 
prove  that  you  are  right.  Go  over  the  talk  to  yourself.  Remem- 
ber that  you  should  speak  in  short,  simple  sentences,  without 
hesitating  or  repeating,  and  without  saying  and  or  so  between 
your  statements. 


LESSON  3 

Spelling  1 

There  are  thousands  of  ninth-year  students  who  cannot  spell 
too.  They  cannot  write  too  much,  too  big,  too  small,  too  high. 
Many  of  them  can  spell  long,  hard  words  like  expensive  or  ele- 
mentary, but  they  cannot  spell  too  expensive  or  too  elementary. 
There  are  tens  of  thousands  of  bright  young  Americans  who 
cannot  spell  all  right.  They  have  no  trouble  at  all  with  all 
wrong  or  all  tired  out  or  all  excited.  But  some  mysterious  weak- 
ness makes  them  unable  *  i  remember  that  all  is  one  word  and 
x  right  is  another  one — wi  i  a  big  open  space  between  them. 

•Lessons  marked  "A"  or  "B"  or  "C"  are  not  intended  for  use  in  all  classes.  Teachers  who««? 
tiniv  js  limited,  or  who  do  not  wish  to  plan  their  own  course,  should  consult  the  Preface  paragraph, 
"Gen.ra)  Arrangement,"  before  assigning  any  "A"  or  "B"  lesson. 


TO  ENGLISH 


23 


24  THE  JUNIOR  HIGHWAY 

There  is  another  marvelous  word  that  a  whole  army  of  teach- 
ers fight  for.  It  is  separate.  Look  at  the  black  a — sep  a  rate. 
One  teacher  says,  "I  keep  it  on  the  board  with  a  big  red  A — 
sep  A  rate — till  the  pupils  grow  ashamed  of  the  wrong  letter." 
Every  boy  and  girl  should  be  ashamed  if  he  has  not  mind  enough 
or  will-power  enough  to  put  two  a's  in  sep  A  rate. 

Many  pupils,  when  they  hear  about  the  mysterious  power 
of  a  common  word,  think  it  is  strange  that  other  people  don't 
learn  to  spell.  Don't  be  a  pupil  of  that  kind.  Whenever  you 
study  spelling  lessons  in  this  book,  ask  yourself,  "Which  words 
have  I  been  misspelling?    Which  ones  must  I  fight?" 

Are  you  one  of  the  lucky  persons  who  can  always  be  correct 
in  writing  too  and  all  right  and  separate?  Of  course  you  can 
write  them  in  a  spelling  lesson,  or  whenever  you  put  your  mind 
on  them.  But  how  about  always?  When  you  are  in  a  hurry, 
when  you  are  thinking  about  "That  Exciting  Moment,"  when 
you  are  worrying  about  periods  and  paragraphs,  do  you  always 
spell  these  words  right? 

If  not,  you  do  not  know  how  to  spell  them.  Spelling  is  not  a 
subject  for  part  of  a  recitation.  It  is  a  matter  of  fixed  habit, 
so  that  your  pen  always  puts  down  the  right  letters  when  you 
are  not  thinking  about  them. 

If  you  never  fail  to  put  two  a's  in  separate^  do  you  ever  fail 
to  put  two  a's  in  grammar?  Was  there  a  time  when  you  used 
to  have  a  habit  of  putting  some  other  letter  in  place  of  that 
second  a?  Such  a  habit  dies  hard.  It  may  pretend  to  be  dead 
for  a  month,  or  even  a  year;  then  it  will  come  to  life  at  the  most 
unexpected  time  and  cause  a  lot  of  embarrassment. 

sep  A     r    A  te 
gr    A  mm  A  r 

Stamp  the  picture  of  those  a's  in  your  mind. 

Speaking  of  a's,  have  you  always  put  an  a  in  meant?  If  there 
ever  was  a  time  when  you  did  not,  the  old  habit  is  probably 
still  alive.  Dig  it  out;  stamp  on  it;  kill  it.  No  book  can  kill 
*uch  a  habit;  no  teacher  can  overcome  it.    It  is  your  own  battle. 


TO  ENGLISH  25 

This  lesson  tells  about  only  six  words :  too,  all  right,  separate, 
grammar,  meant.     Study  them  in  the  following  sentences. 

1.  I  meant  to  study  last  night,  but  I  was  too  sleepy. 

2.  I  understood  the  separate  lessons  in  grammar,  but  the  review 
is  too  hard  for  me. 

3.  The  goods  are  all  right,  but  the  price  is  all  wrong. 

If  the  teacher  should  have  you  write  in  class  three  sentences 
like  those,  and  if  you  misspelled  any  one  of  the  six  words  in  the 
lesson,  should  your  mark  not  be  zero  or  F-minus?  If  you  should 
misspell  one  of  them  in  a  composition  next  week  or  next  month, 
should  the  teacher  not  give  you  a  low  mark  for  just  that  one 
error?  It  will  be  a  serious  mistake  in  future  to  misspell  one  of 
these  six  words. 


LESSON  4 

Sentence  Work  1 


Read  these  sentences  about  "the  midnight  visitor."  Notice 
the  words  with  which  the  sentences  begin. 

He  arrived  at  the  gate  about  midnight.  He  looked  carefully  all 
around  the  yard.  It  was  empty.  There  was  not  a  sound  to  be  heard. 
Then  he  slowly  and  very  quietly  climbed  over  the  gate.  What  was 
he  going  to  do? 

Rewrite  the  following  story  of  a  grizzly  bear,  dividing  it  into 
sentences  like  those  that  you  have  just  read.  Sentences  are 
very  likely  to  begin  with  it  or  he  or  they  or  then  or  there.  If  any 
sentence  is  a  question  (like  "What  was  he  going  to  do?"),  re- 
member to  put  a  question  mark  after  it. 

Two  mountain  lions  had  killed  a  horse  they  were  having  a  fine  meal 
then  an  old  grizzly  bear  came  along  he  stood  up  on  his  hind  legs  and 
snorted  did  he  seem  to  be  frightened  he  was  not  the  least  afraid  he 
walked  right  up  between  the  two  lions  one  of  them  struck  the  old 
grizzly  savagely  with  his  claws  it  looked  as  if  there  were  going  to  be 
a  terrific  fight  nothing  of  the  sort  happened  a  swing  of  the  grizzly's 
paw  knocked  one  lion  a  hundred  feet  down  the  slope  the  other  lion 
ran  away  then  the  bear  enjoyed  his  meal  in  peace. 


26  THE  JUNIOR  HIGHWAY 

We  can  guess  fairly  well  when  to  begin  a  new  sentence  as  long 
as  the  sentences  in  an  exercise  are  short  and  easy  and  nearly 
alike.  But  guessing  is  of  no  use  in  school  work.  We  must  learn 
to  know. 

The  only  way  to  know  about  sentences  is  to  study  verbs.  A 
verb  is  a  word  that  makes  a  statement.* 

1.  It  is  ten  o'clock. 

2.  We  have  a  new  car. 

3.  They  ran  for  the  train. 

4.  The  company  never  advertises  in  the  newspapers. 

A  verb  may  also  ask  a  question. 

1.  Is  it  ten  o'clock? 

2.  Are  you  free  now? 

3.  Shall  I? 

Learn  the  definition:  A  verb  is  a  word  that  makes  a  state- 
ment or  asks  a  question. 

A  verb  may  be  made  up  of  two  words. 

1.  I  have  been  in  Chicago. 

2.  Grandfather  must  stay  at  home. 

3.  The  foreman  can  discharge  him  for  not  working. 

Other  examples  of  verbs  containing  two  words  are  has  begun, 
could  see,  might  know,  will  change.  Find  all  the  verbs  in  the 
following  sentences. 

1.  Tom  has  worked  eleven  hours. 

2.  You  will  find  it  on  the  top  shelf. 

3.  At  last  after  a  search  in  the  basement  he  found  the  chair. 

4.  All  soldiers  must  obey  instantly. 

5.  In  a  sentence  like  that  third  one  some  of  you  might  make  a 

mistake. 

6.  After  a  long,  long  struggle  he  finally  broke  the  bad  habit. 

7.  Dr.  Livingston  introduced  us  to  his  mother. 

8.  Perhaps  in  an  hour  or  two  you  will  think  of  a  better  plan. 

9.  Neither  Paul  nor  his  uncle  can  go  tomorrow. 

10.   Every  word  of  the  lesson  will  come  back  to  you  some  day. 

*This  is  not  a  definition,  but  an  approach  to  the  subject  of  verbs.  Even  the  definition,  which 
comes  later  and  which  pupils  are  told  to  memorize,  is  a  matter  of  minor  importance.  The  defi- 
nitions in  an  elementary  text  are  to  be  regarded  as  convenient  teaching  devices;  if  they  are  to  be 
useful,  they  cannot  always  be  scholastically  complete. 


TO  ENGLISH  27 

LESSON  5 

Sentence  Work  2 

Study  carefully  the  verbs  in  these  next  sentences.  Notice 
that  words  may  come  between  the  two  parts  of  a  verb,  as  in 
"I  could  not  very  easily  see"    The  verb  is  could  see. 

Notice  that  such  words  as  sure  and  able  and  often  and  not  and 
up  are  not  a  part  of  the  verb.  No  word  like  working  or  calling 
is,  by  itself,  a  verb,  because  it  does  not  make  a  statement.  No 
word  like  to  see  can  be  a  verb,  because  it  does  not  make  a  state- 
ment. 

1.  I  have  never  been  able  to  tell. 

2.  By  working  every  Saturday  afternoon  you  can  earn  a  lot  of 

money. 

3.  Shall  I  give  my  seat  to  the  lady? 

4.  Did  you  hear  him  calling? 

5.  Oscar  had  often  wished  to  see  Niagara  Falls. 

6.  The  policeman  had  given  up  the  chase. 

7.  Who  can  be  sure  of  reciting  perfectly? 

Find  all  the  verbs  in  the  following  sentences,  being  careful  not 
to  put  in  words  that  are  not  part  of  the  verb,  such  as  not,  in, 
again,  busy,  of.  Omit  all  words  like  laughing,  being,  to  release, 
to  be,  which  never  can  be  verbs.  Be  sure  to  get  the  whole  of  a 
separated  verb  like  "could  hardly  ever  win."  Some  of  the  verbs 
have  two  words;  some  have  only  one. 

1.  Early  in  the  morning  he  went  to  release  his  prisoner. 

2.  His  cheerful  laughing  will  soon  make  them  happy. 

3.  You  had  boldly  taken  your  seat  in  the  trolley. 

4.  What  have  you  learned  in  the  last  three  lessons? 

5.  Being  a  bell-boy  in  a  hotel  might  not  be  a  very  good  job. 

6.  The  whole  world  seemed  to  be  one  vast  wheat-field. 

7.  May  Alexander  and  I  come  in? 

8.  Has  he  ever  had  a  mark  for  tardiness? 

9.  The  next  morning  Tom  was  again  the  first  boy  to  wake  up. 
10.  A  Rocky- Mountain  sheep,  an  old  ram  with  horns  fifty  inches 

long,  curling  around  in  a  circle,  is  the  handsomest,  proudest 
animal  in  the  world. 


28  THE  JUNIOR  HIGHWAY 

11.  The  members  of  the  other  party,  in  the  meantime,  were  busy 

at  the  old  fireplace,  trying  to  kindle  the  damp  wood. 

12.  Can  a  man  in  a  parachute  breathe  during  the  first  part  of  his 

fall? 

13.  I  have  never  in  my  life  heard  of  such  a  thing. 


LESSON  6 

Oral  Composition  4 

Daniel  Boone  and  the  Indians 

When  Daniel  Boone  lived  in  the  backwoods  of  Kentucky,  he  had 
many  narrow  escapes  from  the  Indians.  Because  of  his  knowledge 
of  woodcraft  and  skill  with  the  rifle,  the  savages  feared  and  hated  him. 
Several  times  he  was  captured,  but  each  time  he  outwitted  his  enemies 
and  escaped. 

One  day  he  was  working  in  a  shed  some  distance  from  the  block- 
house that  sheltered  the  settlers.  He  was  engaged  in  hanging  up 
tobacco  leaves  to  dry.  As  he  worked  away,  two  Indians  crept  up 
and  took  him  by  surprise.  Although  greatly  amazed  and  startled, 
Boone  went  on  with  his  work,  coolly  chatting  with  his  deadly  enemies. 
All  the  time  he  was  using  his  wits,  for  one  of  the  Indians  had  said, 
"We  got  you  dis  time.     You  no  git  away  from  us  now!" 

As  he  talked  and  worked,  Boone  scraped  up  a  double  handful  of 
dry  tobacco  dust.  Then  he  suddenly  straightened  up  and  threw 
the  dust  squarely  in  the  faces  of  his  enemies.  Blinded  and  tortured, 
the  savages  raged  and  howled,  cursing  and  threatening  vengeance 
as  they  ran  against  the  walls  and  fell  over  the  benches.  While  they 
were  helpless,  the  frontiersman  ran  to  the  blockhouse  and  was  safe. 

Look  at  the  sentences  in  the  story  above.  Notice  how  they 
begin.  Very  few  of  them  begin  with  names  or  words  like  he  or 
they.  If  you  learn  to  start  your  sentences  with  words  like  those 
used  in  this  story,  you  will  get  rid  of  a  great  many  and's  and  so's. 

Exercise.  Tell  a  story  about  some  heroic  person  in  American 
history.  You  can  easily  find  in  a  reader  or  book  of  historical 
stories  some  incident  connected  with  the  life  of  a  brave  person 
who  has  served  his  country.  If  you  cannot  find  any  material 
of  this  sort,  tell  the  story  of  Daniel  Boone  and  the  Indians  in 
your  own  words.    Practice  aloud  before  coining  to  class.    Speak- 


TO  ENGLISH  29 

ing  cannot  be  learned  without  practice  any  more  than  skating, 
tennis,  or  drop-kicking.  Try  to  begin  some  of  your  sentences 
with  words  like  while,  as,  then,  next,  soon,  after. 

The  Right  Forms  2 
go — went — have  or  has  gone 

1.  Let  us  go  home. 

2.  She  went  to  town. 

3.  Where  has  he  gone? 

4.  Why  has  he  gone  there? 

5.  Fred  had  gone  fishing. 

6.  Who  else  had  gone? 

7.  I  might  have  gone. 

8.  Both  boys  may  have  gone. 

9.  Have  you  ever  gone  fishing? 

10.  They  had  gone  very  early. 

11.  He  has  gone  after  the  ball. 

12.  Why  haven't  you  gone  along? 

13.  I  didn't  know  he  had  gone. 

14.  Has  anyone  else  gone? 

15.  He  has  gone  alone. 

16.  Did  you  know  he  had  gone? 


LESSON  6  A 

Dictionary  1 


We  all  must  often  turn  to  a  dictionary  to  find  out  how  a  word 
is  spelled  or  pronounced,  or  what  its  meaning  is.  It  is  easy 
enough  to  tell  how  to  spell  a  word  by  looking  at  it,  but  you 
cannot  tell  how  it  ought  to  be  pronounced  unless  you  know  the 
meaning  of  the  little  marks  of  pronunciation  which  the  diction- 
aries use.  If  you  are  not  already  familiar  with  the  most  impor- 
tant of  these  marks,  it  will  be  well  to  learn  what  they  mean,  so 
that  it  will  be  easy  for  you  to  find  out  how  words  are  pronounced. 


so 


THE  JUNIOR  HIGHWAY 


A     a,  fate   :  a,  arm   :  a,  fast   :  a,  fall   (f61)    :  &,  am 

E     e,  even   :  e,  fern  (furn)  :  e,  end 

I       I,  pine   :  i,  ill   :  i,  sir  (sur)    :  i,  machine  (e) 

O     o,  old   :  6,  orb   :  6,  6dd   :  o,  soft 

00  65,  moon   :  do,  good 

U     u,  tise   :  u,  rule  (6o)    :  u,  pull  (do)    :  u,  up    : 
u,  urn   :  u,  busy  (biz'i) 

Y     y,  cry  (I)    :  y,  myth  (l) 

C     c,  catch  (k) 

TH  th,  this    :  th,  thin 

Exercise.     Mark  in  these  words  the  letter  which  stands  at 
the  beginning  of  the  line.    Use  a  dictionary  if  you  are  not  sure. 

A.  all,  ale,  pardon,  hall,  hat,  ate 

E.  let,  precede,  bed,  great 

I.  whirl,  gasoline,  squire,  hide 

O.  over,  prove,  gallon,  box:  00.   root,  shoot 

U.  usual,  under,  burning,  shut 

Y.  mystery,  lying,  dye 

CH.  cherry,  chase,  chorus,  cholera,  charade 

G.  glitter,  grade,  gymnasium,  age 

S.  silly,  miserable,  lose,  surmise,  mistake 

TH.  though,  thumb,  that,  through,  whether 


LESSON  6  B 

Dictionary  2 

Make  a  list  of  the  following  words,  arranging  them  alpha 
betically.  Be  sure  that  you  get  every  word  in  its  proper  place 
For  example,  children  must  come  before  chimney. 


machine 

because 

again 

athletics 

discovery 

kept 

grocery 

recognize 

recess 

every 

fellows 

drowned 

column 

government 

attacked 

peculiar 

history 

perspiration 

delivery 

Italian 

library 

geography 

generally 

jewelry 

children 

surprise 

poetry 

deaf 

doing 

barrel 

different 

hundred 

picture 

architect 

chimney 

umbrella 

gentlemen 

elm 

particular 

eleven 

TO  ENGLISH  31 

LESSON  6  C 

Dictionary  3 

Look  up  the  words  in  Lesson  6  B,  or  as  many  of  them  as  your 
teacher  directs.  Copy  the  words,  with  the  marks.  Then  prac- 
tice pronouncing  them.  Be  sure  to  pronounce  every  syllable 
properly. 

LESSON  7 

Spelling  2 

»  Most  pupils  can  spell  any.  If  you  put  an  m  in  front  of  any, 
you  have  many.    If  you  add  thing  to  any,  you  have  anything. 

any     many     anything 

Do  you  know  that  there  is  a  k  at  the  beginning  of  know? 
Probably  you  do.  Most  pupils  know  about  that  k.  But  do  you 
always  use  the  k?  Some  persons  who  know  about  it  fail  to  use 
it.    Study  these  three  forms  of  know : 

I  know  it  now. 

I  knew  it  last  year. 

I  have  known  that  all  the  time. 

Of  course  you  can  spell  throw.  The  wrong  form  is  seldom 
seen.  But  teachers  frequently  see  misspellings  of  the  other  parts 
of  the  verb.    Study  the  parts  in  the  sentences  below. 

I  can  throw  the  coat  away  now. 

He  throws  a  curve  ball. 

They  threw  mud  at  us. 

I  could  have  thrown  straighter  than  that. 

Don't  feel  too  sure  that  you  never  make  a  mistake  in  writing 
throws  or  threw  or  thrown.  Sometimes  a  good  student,  who 
pooh-poohs  these  easy  words,  misspells  them  in  his  next  com- 
position. 


32 


THE  JUNIOR  HIGHWAY 


Some  pupils  fail  year  after  year  to  learn  the  spelling  of  per- 
haps. If  you  ever  had  trouble  with  that  word,  you  will  help 
yourself  by  putting  it  with  others  of  the  same  form.  Think  of 
the  "per"  words — like  perform,  which  many  students  canr^t 
spell :  person,  perfect,  perform,  perhaps.  People  are  often  helj.  .u 
by  a  nonsense  sentence:  "Perhaps  a  perfect  person  could  per- 
form better." 

Some  pupils  fail  year  after  year  to  learn  the  spelling  of  three 
very  common  words.    Notice  the  black  letters  in  them. 

across     among     before 

"An  acrobat  jumped  across  the  stage."    "I  walked  alongviiich 

the  rocks."    "I  was  never  more  sore  before."  ;js  will 

Be  ready  to  spell  all  these  words  of  the  lesson  in  f    pro- 

that  the  teacher  gives  you  to  write  in  class :  nary 

knows,  throws;  knew,  threw;  known,  thrown;  pert  *r  ar 

across,  among,  before. 


Sentence  Work  3 

Rewrite  this  paragraph  about  "a  water 
into  sentences.    In  this  exercise  there  shoul 
in  each  sentence.    Underline  each  verb. 

Down  in  the  gymnasium  the  boys  refused  1 
water  was  splashed  from  the  showers  players 
wet  towels  often  they  slipped  on  the  wet  floor  n 
selves  on  the  sharp  corners  of  the  stonework  1 
and  bruises  hadn't  their  team  won  the  football 


Lg  them  alpha 
its  proper  place 


LESSON  8 
Oral  Composition  5 


Prepare  to  tell  a  story  about  an 
the  actions  of  some  wild  or  tame 
you  have  been  almost  sure  that 


chitect 
jarticular 


discovery 

every 

attacked 

Italian 

children 

barrel 

chimney 

eleven 


TO  ENGLISH  33 

so  many  intelligent  things.  Try  to  avoid  the  use  of  words  like 
and  or  so  or  well.  Make  up  your  mind  that  you  are  going  to 
put  a  "rest  period"  after  every  sentence.  Let  these  pauses  be 
■■"».  plain  that  the  pupils  who  are  listening  can  always  tell  when 
^  oil  have  come  to  the  end  of  a  sentence.  When  you  have  fin- 
ished one  statement,  just  stop  and  wait  calmly  until  the  next 
chought  is  ready.  No  one  will  hurry  you  with  your  talk.  Take 
all  the  time  you  need. 

Practice  your  story  several  times  before  you  come  to  class. 
Tou  cannot  do  good  oral  Work  without  practicing.    If  you  can- 
get  an  opportunity  to  say  it  over  aloud,  go  through  it 
Itu, ., 

°Tn  \aps  the  seventh-year  story  that  follows  will  give  you  an 
liow  to  set  to  work  with  yours. 

there 

the         rv^i  The  Squirrel's  Trick 

oOne  rlioon  as  I  was  going  across  the  park,  I  stopped  short  to 

.itch         mirrel.     It  seemed  to  be  having  lots  of  fun  frisking  and 

lie!  After  a  little  while  it  ran  up  a  tree  and  disappeared 

tj,       . ,  tix  :  was  starting  to  go  on  again,  I  noticed  that  the 

it.    Study  these       t  down  again.     I  waited  to  see  what  it  would  do 

Jed  on  the  ground,  it  sat  up  and  looked  all  around. 

d,  it  picked  up  something  which  it  appeared  to 

irted  away.     I  thought  that  this  looked  like  an 

ell  exactly.     After  the  squirrel  had  run  a  few 

Of  course  yr  $  started  digging,  as  if  to  bury  something.     I 

seen.    But  teac.«  dropped  anything  in  the  hole. 

of  the  verb.    F"  ■  had  finished  its  job  of  digging  the  hole  and  filling 

ran  away  about  its  business.     When  I  walked 

1  a  little  place  where  the  grass  was  torn  up,  and 

bled  and  loose.     Picking  up  a  twig,  I  started 

The  earth  came  up  very  easily,  but  no  acorn 

a  1  noticed  a  little  hump  under  my  hand,  which 

Y^      '+  f     l  4        ~lAvA  beside  the  hole.     As  I  dug  there  with  my  stick, 

.acorn     lose  to  'he  surface.     The  squirrel  had  placed  it 

throws  or  tu.    *,  ;one  s\^e  0f  tne  noje  m  wnicj1  one  WOuld 

pooh-poohs  these  easy  ie  trick  which  the  little  rascal  bad  used 

position. 


34  THE  JUNIOR  HIGHWAY 

LESSON  8  A 

Dictionary  4 

When  we  pronounce  a  word  of  more  than  one  syllable,  we 
speak  part  of  it  with  more  force  than  the  rest.  For  instance, 
when  we  say  the  word  happen,  we  speak  the  first  part  with  more 
force  than  the  last  part;  that  is,  we  "accent"  the  first  syllable. 
When  we  say  the  word  obey,  we  speak  the  second  syllable  with 
more  force,  or  "accent"  the  second  syllable.  The  dictionary 
shows  which  syllable  to  accent  by  putting  a  little  mark  after 
that  syllable  this  way :  hap'pen,  o-bey'.  In  a  long  word  which 
has  more  than  one  accented  syllable,  one  of  the  syllables  will 
have  a  heavy  mark.  Notice  the  word  for'ti-fi-ca'tion,  and  pro- 
nounce it.  The  heavy  mark  is  said  to  show  the  "primary 
accent,"  which  is  strong  and  important.  The  lighter  mark 
shows  only  a  slight,  a  "secondary  accent." 

Exercise  I.  Place  accent  marks  after  the  proper  syllables  in 
these  familiar  words. 

under,  wisdom,  master,  beside,  wireless,  depend,  always,  distress, 
oblige,  surely,  complaining,  providence,  surrounding,  forgetting, 
exercise,  overalls,  debating 

Exercise  II.  Copy  from  the  dictionary  the  words  that  follow, 
putting  in  the  accent  marks.  Then  practice  pronouncing  the 
words  you  have  marked. 

congratulation,  sesame,  superintendent,  accidentally,  accommo- 
date, embarrassment,  involuntary,  supervisor,  supplementary, 
inspirational,  compassionately 

Exercise  III.  Copy  these  words  from  the  dictionary,  putting 
in  all  the  marks  that  you  find.  Then  practice  pronouncing 
them.     It  may  be  well  for  you  to  review  Lesson  6  A. 

competition,  outrageously,  litheness,  hypocritical,  fragmentary, 
designedly,  corporation,  adaptability,  acceptability,  universal, 
constitutional,  inconsiderable 


TO  ENGLISH  35 


LESSON  9 

Sentence  Work  4 

A  noun  is  a  word  used  as  a  name.  In  the  account  of  the  water 
tight,  page  32,  the  nouns  are  gymnasium,  boys,  sport,  water, 
showers,  players,  towels,  floor,  corners,  stonework,  cuts,  bruises, 
team,  game.    These  are  called  "common  nouns." 

The  name  of  a  person  or  place  or  time,  written  with  a  capital 
letter,  is  called  a  "proper  noun."  Examples  are  Henry,  Lincoln, 
Italy,  July,  Monday.  Animals  or  trains  or  ships  may  have  their 
own  names,  which  are  proper  nouns :  Fido,  Old  Bob,  Broadway 
Limited,  Campania. 

Select  all  the  nouns  in  the  sentences  below.  In  each  sentence 
there  are  three  nouns.  Common  nouns  often  have  a  or  av.  or 
the  in  front  of  them.  It  always  sounds  natural  to  put  a  or  an 
or  the  in  front  of  them:  a  large  gymnasium,  an  older  brother, 
the  wet  towels,  a  bruise. 

1.  A  large  dish  full  of  bananas  stood  on  the  table. 

2.  The  noise  was  made  by  the  spring  in  the  mouse-trap. 

3.  After  a  few  minutes  I  put  my  gloves  into  my  pocket. 

4.  The  glare  from  the  blazing  roof  lighted  up  every  corner. 

5.  Our  trip  on  the  canal  lasted  six  days. 

6.  The  platform  of  the  station  was  crowded  with  a  frantic  mob. 

7.  There  are  still  some  buffalos  on  an  island  in  Salt  Lake. 

8.  In  her  childhood  she  had  heard  the  name  of  this  magician. 

9.  Renny  drove  a  terrific  liner  over  my  head. 

10.  Any  boy  can  go  to  school  in  America. 

11.  In  April  the  water  was  full  of  floating  ice. 

12.  The  next  morning  the  boy  slipped  quietly  out  of  the  house. 

13.  He  could  see  nothing  but  a  blur  through  the  big  telescope. 

14.  Under  the  next  tree  were  more  tracks  of  rabbits. 

15.  The  inside  of  the  house  was  more  pleasant  than  the  dirty  porch. 

16.  Take  a  drink  of  water  before  breakfast. 

17.  In  just  two  days  the  boys  completed  their  radio  outfit. 

18.  The  hour  for  the  game  arrived — but  where  was  Tony? 

19.  In  the  distance  we  saw  the  top  of  the  high  mountain. 

20.  George  likes  to  sail  his  new  boat  on  the  lake. 


36  THE  JUNIOR  HIGHWAY 

The  Right  Forms  3 
do — did — have  or  has  done 

1.  What  will  you  do? 

2.  We  did  our  best. 

3.  Who  has  done  this? 

4.  I  didn't  do  it. 

5.  She  didn't  do  it. 

6.  He  hasn't  done  it. 

7.  He  did  more  than  I  did. 

8.  This  has  been  done  before. 

9.  By  whom  was  it  done? 

10.  She  doesn't  know. 

11.  He  doesn't  answer. 

12.  Why  doesn't  he  come? 

13.  It  doesn't  look  hard. 

14.  Your  dress  doesn't  fit. 

15.  Are  you  sure  it  doesn't? 

16.  What  have  you  done? 

17.  I  did  all  I  could  do. 

18.  Who  did  any  more? 

19.  Nobody  did  any  more. 

20.  It  doesn't  matter. 


LESSON  10 
Written  Composition  1 

In  a  sense  it  is  easier  to  write  well  than  it  is  to  speak  well, 
for  the  writer  can  sit  down  in  a  quiet  place  and  think  out  what 
he  wants  to  say.  He  can  write  his  composition  a  second  time  if 
necessary,  and  make  it  better.  He  can  make  his  work  practi- 
cally perfect  before  he  hands  it  in. 

But  the  writer  has  certain  things  to  watch  that  do  not  trouble 
the  speaker.    Of  course,  he  must  write  plainly  and  neatly,  for 


TO  ENGLISH  37 


oJLbuu      oJUL  .        $   LzjJL      \jt      i^xj       rryx^,      Xf-CrvdL*^" 
\LnXJLs    tJLjuiJ    iu)^U/  ,    X-t     totub    /^AjbU.    oJUL 


lAJ-iLA^ 


38 


THE  JUNIOR  HIGHWAY 


TUr.l 
fOet.S,  n%\ 


0-UUxJUl 


no  one  should  be  satisfied  to  hand  in  a  composition  that  is  not 
as  nearly  perfect  in  appearance  as  he  can  make  it.  Besides, 
the  writer  must  take  care  that  he  has  spelled  all  the  words  in 
his  composition  correctly.  Then  he  must  look  over  his  punctua- 
tion, to  make  sure  that  he  has  not  used  a 
comma  where  a  period  belongs. 

It  is  necessary  to  prepare  written  com- 
positions in  a  certain  form,  so  that  they 
will  always  be  the  same.  Study  these  di- 
rections very  carefully,  for  you  will  be 
expected  to  make  every  composition  exactly 
right  in  form. 

1.  The  title  of  a  composition  is  written 
on  the  first  line,  not  up  at  the  top  of  the 
page. 

2.  One  line  is  left  blank  below  the  title. 

3.  You  must  not  write  on  the  margin  at 
the  left  of  the  page.  Your  teacher  needs 
this  space  for  corrections  and  remarks. 

4.  The  first  line  of  each  paragraph  must 
be  "indented,"  or  set  in  an  inch  or  more. 
You  can  see  that  the  paragraphs  in  this 

book  are  "indented,"  though  not  so  deeply  as  you  will  indent 
in  your  compositions. 

5.  Do  not  crowd  the  words  together.  Crowding  spoils  the 
looks  of  a  page,  and  makes  your  work  hard  to  read.  Move 
your  hand  along  and  separate  the  words. 

6.  Pages  must  be  numbered  if  you  have  more  than  one,  and 
they  must  be  in  the  right  order. 

7.  It  is  a  good  plan  to  write  the  "indorsement"  on  the  outside 
of  a  folded  composition  on  the  same  side  that  the  title  of  a  book 
is  on.  Pick  up  a  book  or  a  magazine  and  look  at  the  outside  of 
it.  Which  side  bears  the  name?  Indorse  a  composition  in  the 
same  way. 

Exercise.  It  has  been  said  that  many  seventh-year  pupils 
cannot  read  a  simple  set  of  directions  and  then  follow  them 


TO  ENGLISH  39 

exactly  right.  Can  you?  Copy  the  first  two  paragraphs  of 
"The  Squirrel's  Trick"  on  theme-paper.  Follow  exactly  the 
directions  given  above  or  those  which  your  teacher  gives  you. 
Then  fold  and  indorse  the  paper  as  shown  in  the  model  on  page 
38.  Make  your  writing  as  neat  and  pleasant  to  look  at  as  you 
can.    Be  sure  to  leave  spaces  between  the  words. 


LESSON  11 

Written  Composition  2 

We  have  been  reading  and  telling  stories.  Now  we  are  to 
write  one.  We  want  to  make  it  so  interesting  that  when  it  is 
read  aloud,  every  person  in  the  room  will  strain  his  ears  to  catch 
every  word.    How  shall  we  go  to  work? 

What  kind  of  book  do  you  like  best?  You  answer,  "I  like 
the  kind  that  shows  me  right  at  the  start  that  some  interesting 
things  are  going  to  happen."  We  want  the  stories  we  write  to 
begin  in  such  a  way  that  when  we  begin  to  read  them  aloud, 
our  classmates  will  prick  up  their  ears  and  say,  "Here  comes 
something  that  is  worth  staying  awake  for.  I  don't  want  to 
miss  a  word  of  it." 

On  page  20  are  several  titles  intended  to  suggest  experiences 
which  you  have  had.  Looking  at  this  list  again,  think  of  a  good 
subject  for  a  written  story.  It  should  be  true,  and  it  should 
have  some  action  in  it  that  will  make  it  worth  reading  or  listen- 
ing to.  Probably  you  will  decide  to  write  your  story  in  about 
three  short  paragraphs.  It  is  likely  that  the  first  paragraph 
will  tell  who  the  persons  are  and  what  situation  they  are  in. 
That  is,  at  the  start  we  want  our  readers  to  know  what  this 
story  is  going  to  be  about.  Perhaps  the  second  paragraph  will 
carry  the  story  almost  to  the  most  interesting  part.  The  last 
paragraph  will  give  the  most  interesting  part,  and  then  bring 
the  story  quickly  to  a  close. 


40  THE  JUNIOR  HIGHWAY 

Turn  back  to  the  story  about  Daniel  Boone  and  the  Indians 
on  page  28.  You  will  notice  that  the  three  paragraphs  do  just 
what  we  have  described.  The  first  tells  exactly  who  is  to  be  in 
the  story  and  how  he  is  situated — "Daniel  Boone  ....  the 
savages  feared  and  hated  him  ....  several  times  he  was 
captured."  It  shows  us,  too,  that  things  are  going  to  happen 
very  soon.  The  second  paragraph  brings  us  to  the  most 
exciting  part  of  the  story — "You  no  git  away  from  us  now." 
The  third  tells  the  most  exciting  part  and  then  ends  at  once — 
"ran  to  the  blockhouse  and  was  safe." 

Of  course  all  stories  do  not  have  just  three  paragraphs.  Some 
have  many  more.  But  such  little  incidents  as  we  are  to  write 
about  usually  work  out  best  in  three  parts. 

When  you  have  decided  on  your  subject,  turn  to  page  38 
and  read  once  more  the  instructions  about  the  form  of  the  com- 
position. Unless  you  do  this,  you  are  almost  sure  to  make  a 
mistake. 

Have  you  read  the  directions  carefully?  If  you  were  a 
teacher,  what  grade  would  you  give  a  pupil  who  would  now  write 
his  composition  with  the  title  up  at  the  top  edge  of  the  page, 
or  write  on  the  space  at  the  left  edge  of  the  page?  Would  you 
accept  a  composition  in  which  the  words  were  crowded  together 
or  which  was  indorsed  on  the  wrong  side? 

Now  that  you  are  ready,  take  pen  and  paper  and  set  to  work. 
The  only  way  to  learn  to  swim  is  to  go  into  the  water.  The 
only  way  to  learn  to  write  a  story  is  to  go  to  work  and  do  it. 
And  don't  forget  to  move  your  hand  along  as  you  write  and 

jLtflUvC     tjfVtL     tXtoSU      JfrOuULAJ     UtuAXsv^      tljL     u&lAaJ. 

Do  not  be  satisfied  with  a  composition  that  is  not  your  best. 
Look  your  work  over  carefully,  to  see  if  a  word  has  been  mis- 
spelled or  a  comma  used  instead  of  a  period.  Never  hand  in  a 
composition  until  you  have  made  it  the  best  advertisement  of 
YOU  that  it  can  be  made. 


TO  ENGLISH  41 


LESSON  11  A 


Sentence  Work  5 

Find  every  verb  in  the  twenty  sentences  of  Lesson  9.  Be 
specially  careful  not  to  put  with  the  verb  such  words  as  on,  by, 
up,  with,  still,  to.  No  word  like  full  or  glad  or  more  or  eager  can 
be  part  of  a  verb.  In  the  sentence  "The  boy  was  glad  to  go," 
the  verb  is  simply  was.  The  words  glad  and  to  go  are  not  parts 
of  the  verb. 


LESSON  12 


Spelling  3 


Some  intelligent  pupils  are  unable  to  spell  have  m  combina- 
tions like  this:  "You  ought  to  have  told  me."  "I  should  have 
known  better."  "We  might  have  seen  him."  They  never  miss 
have  as  a  separate  word — oh,  no.  They  miss  it  when  they  write 
compositions. 

Can  you  spell  told?  Probably  you  can.  But  how  about 
speak?    Think  of  the  words  in  pairs. 


He  told  an  old  story. 

Don't  speak  in  a  weak  voice. 


Do  you  know  the  verb  ride?  Of  course  you  do.  But  do  you 
always  spell  rode  correctly?  Think  of  the  "i  and  o"  verbs  to- 
gether. 

ride     rode  drive     drove  shine     shone 

Do  you  know  the  queer  verb  form  led?  You  must  think  of  it 
with  others  of  the  same  kind. 

We  fed  the  elephants. 
His  nose  bled. 
The  guide  led  us. 


42  THE  JUNIOR  HIGHWAY 

Think  of  "fed,  bled,  led."    Always  try  to  think  of  similar 
forms  together.     If  you  were  ever  confused  about  rough,  how 
could  you  be  sure  of  learning  it?    You  could  find  some  other 
"ough"  word — a  similar  form — to  put  with  it. 
Is  this  rough  enough  for  you? 

Now  review  the  words  of  this  lesson.  Think  of  spelling 
every  one  in  a  sentence  that  the  teacher  will  give  to  be  written 
in  class. 

could  have  told;  speak,  weak;  ride  and  rode,  drive  and  drove, 
shine  and  shone;  led,  fed,  bled;  rough,  enough 

Sentence  Work  6 

A  pronoun  is  a  word  that  stands  in  place  of  a  noun.  A  person 
who  is  speaking  uses  /  and  my  and  mine  in  place  of  his  own 
name.  In  place  of  the  names  of  all  the  persons  in  our  class  or 
our  family  we  say  we  or  our  or  us.  We  use  they  in  place  of 
names  of  persons  that  we  have  been  talking  about.  Instead  of 
saying  "Ben  took  Ben's  lunch"  we  say  "Ben  took  his  lunch." 
We  use  it  for  something  that  has  been  named,  like  a  house  or  a 
pin  or  a  cushion. 

Find  all  the  pronouns  of  this  kind  in  the  Exercises  for  Lesson 
5,  page  27,  and  Lesson  9,  page  35. 


LESSON  13 

Written  Composition  3 

Study  the  portion  of  a  story  that  comes  next,  the  first  para- 
g  raph  of  which  is  very  poor.  See  if  you  can  tell  what  is  wrong 
as  you  read. 

One  morning  last  July  we  decided  to  take  a  trip  up  to  Rossburg. 
We  packed  our  baskets  with  lunch,  dug  some  worms,  and  hunted 
up  our  fishing-tackle.  It  took  us  quite  a  while  to  get  ready  to  start, 
for  we  wanted  to  be  sure  to  take  everything  needed  for  a  day  of  fun. 
Finally,  about  nine  o'clock,  everything  was  ready,  and  we  started  out. 


TO  ENGLISH  43 

As  we  went  along,  we  were  enjoying  the  fresh  morning  air  and  think- 
ing that  we  had  left  all  our  troubles  behind.  My  father  was  sitting 
in  the  stern  of  the  boat,  and  my  brother  Roy  and  I  were  rowing. 
When  we  got  almost  around  the  big  bend  three  miles  above  town, 
Tige  put  his  paws  up  on  the  side  of  the  boat  and  commenced  to  whine. 
Then  my  father  said,  "What  on  earth  is  that  thing  floating  there 
by  the  bank?" 

It  is  easy  to  see  that  this  story  begins  in  the  wrong  way.  Very 
little  in  the  first  paragraph  is  worth  reading.  Nobody  cares 
about  the  preparations  for  a  trip,  the  digging  of  worms,  or  the 
packing  of  lunches.  Worse  than  this  is  the  fact  that  the  first 
paragraph  fails  to  tell  us  who  is  going  or  how  the  party  is  to 
travel.  No  one  can  get  a  picture  of  "we."  You  cannot  tell 
whether  "we"  means  a  dozen  girls,  or  four  boys,  or  a  boy  and 
his  parents.  Then  when  you  read  "we  started  out,"  you  have 
no  idea  of  how  "we"  were  traveling.  Probably  you  thought 
that  the  party  was  riding  in  an  automobile  until  suddenly,  in 
the  second  paragraph,  you  found  that  "we"  were  rowing  in  a 
boat.  Soon  you  learned  just  as  suddenly  that  there  were  three 
persons  in  the  party.  In  the  next  sentence  you  were  told  that 
Tige — no  doubt  a  dog  of  some  description — was  also  in  the 
boat,  and  you  had  to  change  the  picture  that  had  been  formed 
in  your  mind.  Not  until  the  last  sentence  of  the  second  para- 
graph do  you  get  the  situation  in  mind  and  strike  something 
that  promises  to  be  interesting. 

Of  course,  this  is  the  wrong  way  for  a  story  to  begin.  The 
first  paragraph  should  tell  who  the  people  are  and  what  the 
situation  is.  It  should  also  catch  the  reader's  interest  at  once 
by  showing  him  that  there  is  going  to  be  some  action  or  some 
interesting  information. 

Did  you  ever  get  into  trouble?  Did  it  seem  pretty  serious 
at  the  time?  Perhaps  you  were  a  little  child  then,  and  the  affair 
would  seem  only  a  laughing  matter  now.  But  if  it  seemed 
important  at  the  time,  that  is  enough.  Write  a  story  about 
it.  Make  three  paragraphs.  Let  the  first  show  us  the  persons 
and  the  situation  in  which  they  are,  and  also  give  a  hint  of 
action  to  come.    In  the  second  paragraph,  build  up  the  story. 


44  THE  JUNIOR  HIGHWAY 

Tn  the  third  tell  how  it  came  out.  Don't  forget  what  you  have 
learned  about  the  form  in  which  a  composition  must  be  written. 
Jt  may  be  wise,  just  to  be  on  the  safe  side,  to  review  pages  36 
and  38  before  starting  to  write. 

The  Right  Forms  4 
lie — lay — have  or  has  lain 

1.  He  lies  on  the  ground. 

2.  He  lay  there  too  long. 

3.  The  book  lies  on  the  table. 

4.  It  lay  there  this  morning. 

5.  Was  it  lying  there  yesterday? 

6.  It  has  lain  there  for  a  week. 

7.  He  lay  in  bed  too  long. 

8.  He  lay  on  the  sofa. 

9.  Snow  has  lain  on  the  ground  since  November 

10.  His  coat  was  lying  on  the  bank. 

11.  He  lay  down  on  the  log. 

12.  The  tree  lies  where  it  fell. 

13.  It  has  lain  there  for  years. 

14.  You  can  see  it  lying  there. 

15.  He  lay  in  bed  half  the  day. 

16.  I  couldn't  have  lain  there  so  long. 

17.  The  garden-hose  lies  on  the  grass. 

18.  The  dog  is  lying  in  the  sun. 

19.  Will  he  he  there  after  dark? 

20.  I  can't  lie  on  my  back. 

21.  He  has  been  lying  in  the  hammock. 

22.  I  hope  it  will  not  lie  there  much  longer. 

23.  It  certainly  is  not  lying  straight. 

24.  The  patient  lies  down  two  hours  each  day. 

25.  Is  he  lying  down  now? 

26.  There  in  plain  sight  lay  the  lost  purse. 

27.  The  injured  passengers  lay  under  the  wreckage. 

28.  How  long  did  they  lie  there? 


TO  ENGLISH  45 

LESSON  14 

Sentence  Work  7 
Finding  the  Subjects  of  Verbs. 

a.  Ask  "Who  or  What?"  Find  the  verb  in  the  following 
sentence : 

The  poor  little  fellow  had  fallen  asleep  on  the  steps. 

Ask  yourself,   "Who  or  what  had  fallen?"     The  answer  is 
"fellow."      We  call  fellow  the  "subject"  of  had  fallen. 

Find  the  verb  in  the  sentence  below,  and  ask  yourself,  "Who 
or  what?" 

He  almost  always  keeps  an  eye  on  the  clock. 

The  answer  is  "he."    We  say  that  he  is  the  subject  of  keeps. 

Any  noun  or  pronoun  that  answers  the  "Who  or  what?" 
question  about  a  verb  is  called  the  subject  of  the  verb.  Find 
the  verb  in  each  of  these  next  sentences,  and  ask  "Who  or 
what?"  Prepare  to  recite  in  this  way:  "The  verb  is  keeps. 
Who  or  what  keeps?    He  keeps.    He  is  the  subject  of  keeps" 

1.  The  herd  disappeared  into  the  bushes. 

2.  The  two  young  men  were  good  sons  to  their  old  father. 

3.  We  often  spoke  of  the  good  times  of  that  jolly  winter. 

4.  These  sentences,  of  course,  are  very  easy. 

5.  The  picture  at  the  Garden  last  night  was  very  comical. 

b.  Get  the  right  noun  or  pronoun.  Often  some  noun  or 
pronoun  comes  between  the  subject  and  the  verb. 

The  odor  of  the  flowers  was  very  sweet. 

"Who  or  what  was?"    The  odor  was.     Odor  is  the  subject  of 
was. 

Find  the  subjects  of  the  verbs  in  the  next  two  sentences. 

1.  A  girl  with  good  sense  would  not  act  that  way. 

2.  The  number  of  people  in  the  car  was  growing  smaller. 


46  THE  JUNIOR  HIGHWAY 

"Who  or  what  would  not  act?"  A  girl.  "Who  or  what  was 
growing?"  Surely  the  car  was  not  growing  smaller.  Surely 
the  people  were  not  growing  smaller.  The  number  was  growing 
smaller.  Number  is  the  subject.  When  you  are  hunting  for 
subjects,  always  take  pains  to  see  that  you  get  a  sensible  answer. 

c.  In  questions.     The  subject  may  come  between  the  two 
parts  of  a  verb. 

Have  you  ever  seen  such  a  sunset? 

The  verb  is  have  seen.  "Who  or  what  have  seen?"  The  answer 
is  you.    You  is  the  subject. 

What  have  they  put  into  the  box? 

The  verb  is  have  put.  It  is  not  sensible  to  say  that  "what  have 
put."  The  sensible  answer  is  they.  The  sentence  means  "They 
have  put  what  into  the  box?"    The  subject  is  they. 

d.  When  the  verb  comes  first.  The  subject  often  comes 
after  the  verb. 

Down  from  the  heavy  cloud  came  the  rain. 

The  verb  is  came.  Who  or  what  came?  Surely  the  cloud  did 
not  come  down.  The  sentence  means  that  the  rain  came  down 
from  the  cloud.    The  subject  is  rain. 

Here  are  two  more  sentences  in  which  the  subjects  come  after 
the  verbs. 

1.  Across  the  street  from  us  was  a  big  fire. 

2.  Out  of  the  window  hung  a  green  flag. 

The  fire  was.  The  flag  hung.  The  subjects  are  fire  and  flag. 
It  would  not  be  sensible  to  say  that  "us  was"  or  "window  hung." 

When  you  are  hunting  for  subjects,  always  ask  "Who  or 
what?"  and  always  be  sure  to  get  an  answer  that  makes  good 
sense. 

Find  the  verb  and  its  subject  in  each  of  the  sentences  en  the 
top  of  the  next  page. 


TO  ENGLISH  4? 

1.  Between  the  church  and  the  grocery  store  grew  a  huge  rubber- 

tree. 

2.  A  bottle  of  olives  is  a  good  thing  for  a  picnic.     [We  could  not 

say  "olives  is."     What  is?] 

3.  Where  have  you  put  the  ammonia? 

4.  Out  of  the  cave  came  an  ugly  growl. 

5.  The  top  of  the  can  was  loose. 

6.  Where  in  the  world  can  my  hat  be? 

7.  Above  the  top  of  the  breaker  stuck  the  fin  of  a  great  shark. 

8.  The  amount  of  this  reckless  fellow's  debts  was  about  $10,000. 

9.  Many  a  farmer  in  those  times  worked  sixteen  hours  a  day. 
10.  Into  the  quiet  schoolroom  flew  an  enraged,  noisy  bumblebee. 


LESSON  15 
Spelling  4 


The  strange  thing  about  spelling  is  that  the  hard  words  are 
not  hard.  You  probably  can  spell,  or  can  learn  at  once,  such 
words  as  exhausted,  captured,  haughty,  purchased.  You  are  more 
likely  to  have  trouble  with  short,  common  words  like  whose  and 
sure  and  toward. 

Whose  book  is  this? 
Are  you  sure  you  know? 
I  walked  toward  the  gate. 

Isn't  it  strange  that  the  short,  plain,  common  words  make 
nearly  all  the  trouble?  There  is  the  word  separate,  for  example. 
Think  of  how  many  hundred  times  every  pupil  has  seen  the 
word  in  print,  with  two  a's.  Perhaps  he  has  never  seen  the 
wrong  form  printed.  And  yet  many  pupils  make  it  up,  write  it 
down,  and  never  notice  the  difference.  Everyone  in  your  class 
has  seen  grammar,  with  two  a's,  a  thousand  times  in  his  books 
and  on  the  blackboard;  yet  some  of  your  classmates  may 
misspell  it  next  week,  and  next  month,  and  next  year. 

Why  do  brains  manufacture  a  wrong  letter?  It  almost  seems 
as  if  some  brains  never  saw  anything  in  print,  but  just  dreamed 


48  THE  JUNIOR  HIGHWAY 

about  letters.  Brains  seem  to  have  nightmares  of  e  or  one  I  or 
a  double/.  Then  they  think  their  dreams  are  true.  Then  they 
make  the  hands  write  the  dreams  on  paper.  Thus  a  wrong 
habit  is  formed.  It  is  the  powerful,  old,  deep-rooted  habit  that 
we  have  to  fight. 

Now  think  again  about  the  three  words  whose,  sure,  toward. 
Did  your  mind  ever  make  up  a  wrong  form  for  one  of  these? 
Was  there  ever  a  time  when  you  had  a  wrong  habit  with  one 
of  them?  Perhaps  there  was  not.  Many  pupils  can  always 
write  those  three  correctly. 

What  about  the  black  letters  in  the  following  sentences? 
Aren't  there  two  or  three  bad  habits  of  yours  in  this  assortment? 

There  was  once  an  old  woman  who  lived  in  this  shanty. 

We  waited  until  the  crowd  had  passed. 

Everyone  does  it. 

Some  people  have  better  sense. 

On  the  level  stretch  they  let  their  car  out. 

The  study  of  the  words  in  this  lesson  is  a  longer  and  harder 
task  than  you  imagine.  Try  to  see  each  one  with  your  eyes 
held  wide  open.  See  the  five  letters  of  whose,  the  s  and  the  u 
and  the  r  and  the  e  of  sure,  the  tow  of  toward.  Stare  at  the  a  in 
woman  and  think  of  "man  and  woman."  There  is  only  one  I 
at  the  end  of  until.  Does  is  like  goes  and  hoes.  Sense  has  two 
s's,  and  stretch  has  two  /'s.  If  you  take  they,  change  the  y  to  i, 
kind  add  r,  you  have  their. 

Sentence  Work  8 

Rewrite  the  following  paragraph,  dividing  into  sentences. 
Be  sure  that  there  is  only  one  verb,  with  one  subject,  in  each 
sentence.  Remember  that  words  like  to  begin  and  gathering  are 
not  verbs. 

I  reached  the  theater  about  twenty  minutes  before  the  time  for 
the  pictures  to  begin  already  it  was  packed  only  five  empty  seats 
remained  in  the  back  row  I  slipped  into  one  of  these  in  less  than  a 
minute  the  other  seats  were  taken  still  the  people  kept  coming  the 


TO  ENGLISH  49 

first  picture  was  of  a  cotton  field  and  the  pickers  gathering  cotton 
we  were  then  taken  through  a  factory  all  kinds  of  prints,  muslins, 
and  ginghams  were  made  here  then  came  a  so-called  funny  picture 
a  very  bad  boy  was  continually  getting  into  danger  his  wonderful 
escapes  held  us  quite  spellbound  then  came  the  play. 


LESSON  16 

Written  Composition  4 

The  story  that  follows  was  told  by  an  old  settler  named 
George  Samson.  His  words  have  been  changed  a  little  and 
his  sentences  made  better,  for  he  was  not  an  educated  man. 
He  never  had  a  chance  to  go  to  school  except  for  a  few  weeks 
in  the  winter  when  he  was  not  needed  on  the  farm.  In  all,  he 
did  not  have  more  than  two  years  of  schooling  in  his  life.  Yet 
the  story  as  you  are  to  read  it  is  very  little  different  from  the 
story  as  he  told  it. 

Waiting  for  a  Panther 

During  the  fall  of  1880,  when  I  was  sixteen  years  old,  the  report 
passed  about  the  neighborhood  that  a  panther  was  haunting  the  woods 
of  the  county.  Nobody  had  seen  it,  but  a  hunter  had  found  its  huge 
footprints,  and  several  farmers  living  near  the  timber  said  that  they 
had  heard  its  wailing  cry  in  the  night.  Of  course  we  boys  boasted 
that  we  were  not  afraid,  and  we  planned  to  take  our  dogs  and  guns 
in  search  of  the  beast.  But  the  autumn  farm  work  kept  us  too  busy 
for  a  hunt. 

One  night  after  supper  I  started  to  walk  to  the  village  grocery  store, 
which  was  nearly  two  miles  down  the  road  from  our  farm.  Though 
the  moon  glimmered  faintly  behind  the  clouds,  the  tree-shaded  road 
was  pretty  dark.  I  was  hurrying  along,  and  had  just  entered  a  strip 
of  road  that  was  more  densely  shaded  by  woods  than  the  rest,  when 
I  chanced  to  glance  back.  As  I  did  so,  I  saw  something  following 
my  footsteps  down  the  road ! 

Instantly  I  remembered  the  panther.  I  had  no  gun,  and  the  village 
was  at  least  half  a  mile  away.     Realizing  that  7  could  not  escape  by 


50  THE  JUNIOR  HIGHWAY 

running,  I  drew  and  opened  my  pocket-knife,  and  stood  rooted  to 
the  spot  in  a  cold  agony  of  dread.  The  creature,  which  appeared 
to  be  about  as  tall  as  a  good-sized  dog,  stopped  about  twenty  yards 
from  me,  and  crouched  flat  in  the  road.  Then  it  began  slowly  to 
creep  nearer.  I  tried  to  shout,  but  only  a  sort  of  grunt  came  from 
my  throat.  Gripping  my  little  knife,  I  stood  and  waited,  desperately 
afraid. 

Flattened  close  to  the  ground,  the  beast  crept  nearer.  Suddenly 
it  stopped,  and  seemed  to  gather  itself  for  a  spring.  I  shut  my  teeth 
together,  raised  my  little  weapon,  and  prepared  to  sell  my  life  as 
dearly  as  possible.  Then,  with  a  leap  and  a  bound,  it  was  upon  me, 
with  its  mouth  right  in  my  face — my  pet  shepherd  dog,  Major! 

This  story  has  a  good  first  paragraph.  It  tells  all  that  you 
need  to  know  of  "what  this  story  is  going  to  be  about."  It  also 
interests  you  at  the  start,  for  the  very  first  sentence  makes  it 
plain  that  something  thrilling  is  going  to  happen.  The  very 
word  "panther''  almost  makes  us  catch  our  breath,  and  we  are 
anxious  to  read  the  rest  and  see  what  follows. 

The  second  and  third  paragraphs  build  the  story  rapidly  up 
to  the  most  exciting  place.  Have  you  noticed  how  the  reader's 
interest  rises  higher  and  higher  with  each  sentence?  And  this 
rising  interest  continues  almost  to  the  last  word  of  the  last 
paragraph.  You  can  imagine  how  the  two  boys  who  listened 
while  the  old  man  told  his  tale  held  their  breath  as  he  approached 
the  end,  and  what  a  gasp  of  astonishment  and  relief  they  gave 
when  he  spoke  the  last  words. 

This  story  follows  exactly  the  plan  explained  on  page  39, 
except  that  it  has  four  paragraphs  instead  of  three.  Your  own 
stories  will  usually  be  a  little  shorter,  and  you  will  do  well  for 
the  present  to  hold  to  the  three- paragraph  plan.  You  can  work 
for  a  good  beginning,  with  the  persons  and  situation  plainly 
given,  and  a  promise  that  things  are  going  to  happen.  You  can 
build  up  the  interest  in  the  second  and  third.  In  the  third,  too, 
you  can  bring  in  the  "climax,"  or  most  important  point,  and 
then  stop.  There  is  no  need  to  go  on  after  that.  Nobody  cares 
whether  George  Samson  went  on  to  the  store  and  bought  fifty 
cents  worth  of  sugar  and  a  bone  for  his  dog. 


TO  ENGLISH  51 

Do  you  know  a  true  story  of  pioneer  days?  Have  you  ever 
been  told  of  an  incident  that  happened  to  your  grandfather, 
your  uncle,  or  your  father?  Or,  if  your  parents  came  to  America 
from  Europe,  can  you  remember  a  story  that  one  of  them  has 
told  you  about  happenings  in  the  old  home  across  the  sea? 

Think  of  such  a  story.  It  may  not  be  as  exciting  as  the 
panther  story.  It  may  be  funny  instead,  or  it  may  be  sad.  No 
matter  which  of  these  kinds  it  is,  plan  it  out  carefully  and  then 
write  it  in  your  own  words.  Take  pains  with  your  sentences 
and  paragraphs.  Then,  when  you  are  through,  check  up  to 
make  sure  that  you  have  not  misspelled  any  of  the  words  that 
have  appeared  in  your  spelling  lessons. 

The  Right  Forms  5 
sit — sat — have  or  has  sat 

1.  Sit  down  on  this  log. 

2.  They  sat  at  a  table. 

3.  She  is  sitting  in  a  chair. 

4.  The  dog  sits  by  the  tree. 

5.  Don't  sit  on  the  ground. 

6.  It  is  too  damp  to  sit  on. 

7.  We  were  sitting  in  the  shade. 

8.  I  have  sat  here  two  hours. 

9.  Will  you  sit  near  the  door? 

10.  I  have  often  sat  there. 

11.  He  sat  up  in  bed. 

12.  I  have  been  sitting  down  all  morning. 

13.  Sitting  is  easier  than  standing. 

14.  She  sat  down  to  rest. 

15.  She  might  have  sat  in  the  car. 

16.  Were  they  sitting  by  the  fire? 

17.  He  sat  on  a  stump  to  wait. 

18.  He  is  sitting  there  yet. 

19.  I  have  often  sat  under  that  tree. 

20.  Do  you  enjoy  sitting  there? 


52  THE  JUNIOR  HIGHWAY 

LESSON  17 

Oral  Composition  6 

Probably  almost  every  one  in  the  class  has  read  some  story 
of  pirates  and  buried  treasure.  No  doubt  most  of  you  could 
tell  some  part  of  the  thrilling  tale.  Could  you  tell  about  finding 
a  mysterious  chart?  Could  you  tell  about  a  battle  or  a  mutiny 
or  discovering  a  chest?  Perhaps  most  of  you  could  relate  some 
incident  of  adventure  from  the  story.  But  could  you  make  a 
good  job  of  it?  Would  people  listen  with  keen  interest  and 
pleasure,  or  would  they  be  shocked  by  the  badness  of  your 
sentences,  by  incorrect  grammar,  or  by  repeated  and's  and  so's? 

This  is  the  way  a  seventh-year  boy  tried  to  tell  the  story  of 
Silver's  treasure-hunt  in  Treasure  Island.  It  is  plain  to  be  seen 
that  this  boy  knew  nothing  about  rest  periods  between  sen- 
tences. How  do  you  like  the  result  as  the  record  of  the  short- 
hand-writer shows  it?  Find  out  how  it  sounds  by  reading  it 
aloud. 

One  morning  Silver  and  his  men  started  out  to  hunt  for  the  treasure. 
They  were  all  armed  to  the  teeth,  and  Silver  he  had  two  or  three 
cutlasses,  and  had  muskets  hung  over  his  shoulder,  and  had  double- 
barreled  pistols.  Well — uh — they — they — er — Jim  had  a  rope  tied 
around  his  waist,  and  Silver  held  the  other  end  in  his  hand,  and  they 
was  going  up  a  steep  hill,  and  one  of  the  men  gave  a  cry,  and  they  all 
thought  he  had  found  the  treasure,  and  started  to  run  to  where  he 
was,  but  there  was  a  skeleton.  The  skeleton  was  just  as  straight 
as  he  could  be,  and  his  hands  was  up  behind  his  head  just  as  straight 
as  they  could  be,  and  they  knew  that  he  was  an  old  sailor,  because 
they  found  a  piece  of  old  sailor-cloth,  and  as  they  was  going  up  the 
hill  they  heard  a  cry  up  on  the  peak,  so  it  said,  "Fifteen  men  on  a 
dead  man's  chest.  Ho,  ho,  and  a  bottle  of  rum."  It  startled  the 
men,  and  they  wanted  to  go  back,  but  Silver  said  he  wanted  them  to  go 
on,  and  so  they  went  on,  and  when  they  got  to  where  the  treasure  was 
buried  they  looked  around  there,  and  finally  found  one  piece  of  money, 
and  passed  that  around  to  one  another,  and — uh — uh — they — uh — uh 
couldn't  find  any  more,  and  finally  they  found  out  that  Ben  Gunn 
had  took  this  treasure  and  put  it  in  a  cave  on  the  side  of  this  hill 
with  two  tops. 


TO  ENGLISH  53 

"Pretty  bad,"  do  you  say?  How  much  better  can  you  do 
than  this  boy  did?  Suppose  you  read  a  chapter  of  a  novel  of 
adventure  and  then  tell  the  story  of  it  yourself.  Remember! 
short,  complete  sentences,  and  rest  periods  between  sentences 
— no  and-uh's  or  so's.  We  want  better  grammar  than  this  boy 
used,  too. 


LESSON  18 

Sentence  Work  9 
Separate  the  following  paragraphs  into  sentences : 

I 

One  sunny  day  I  was  walking  along  the  shore  of  the  Pacific  Ocean 
in  southern  California  I  was  on  a  railroad  running  along  the  face  of 
a  high  cliff  the  track  was  fifty  feet  above  the  beach  thus  I  had  a  clear 
view  out  over  many  miles  of  the  blue  sea  about  a  mile  from  shore 
was  a  broad  belt  of  brown  kelp  something  at  the  inner  edge  of  the 
kelp  caught  my  eye  it  was  a  black  object  about  six  feet  high  moving 
rather  rapidly  have  you  ever  seen  a  snake  swimming  in  a  pond  its 
head  swings  with  a  quick  swaying  motion  this  animal  looked  like 
that  it  seemed  smooth  and  shiny  what  could  it  have  been  could  it 
have  been  the  head  of  a  seal  it  rose  too  high  for  that  could  it  possibly 
have  been  a  pelican  or  a  shark  I  had  plenty  of  time  to  watch  its  motions 
closely  in  the  clear  air  it  was  absolutely  unlike  anything  but  the 
neck  of  a  big  snake  I  have  never  had  any  faith  in  the  idea  of  a  sea- 
serpent  what  could  that  animal  have  been 

II 

My  Uncle  Henry  is  a  great  joker  still  he  is  sometimes  serious  he 
iikes  to  worry  people  by  asking  them  hard  questions  here  is  one  of 
them  in  the  form  of  a  story 

"I  saw  a  queer  sight  last  Saturday  the  three  days  of  rain  had 
made  all  the  country  roads  muddy  and  very  soft  on  the  right-hand 
road  running  north  from  Scovills'  one  stretch  three  rods  long  was  a 
perfect  bog  here  a  heavy  touring-car  was  stuck  fast  the  man  was 
starting  out  to  hire  horses  at  a  farm  then  his  wife  called  him  back 
she  was  all  excited  about  a  big  coil  of  heavy  rope  in  the  back  of  the 
car  at  first  the  husband  laughed  at  her  but  pretty  soon  he  saw  the 


54  THE  JUNIOR  HIGHWAY 

point  he  tied  one  end  of  the  rope  to  the  front  axle  next  he  fastened 
a  pulley-block  to  a  tree  about  fifty  feet  ahead  of  the  car  then  he  carried 
the  rope  out  through  the  pulley  and  back  to  the  car" 

Uncle  Henry  won't  go  on  with  the  story  could  a  car  pull  itself 
out  of  the  mud  this  way  did  the  man  have  a  wrong  idea  it  is  too  much 
for  me 


LESSON  19 

Oral  Composition  7 
Poor  And! 


And  is  a  good  and  useful  little  word.  It  is  a  shame  the  way 
some  pupils  abuse  him  and  try  to  work  him  to  death.  They 
don't  mean  to  be  cruel.  They  simply  have  the  bad  habit  that 
was  mentioned  on  page  18,  and  don't  know  how  to  help  them- 
selves. We  have  now  found  out  that  we  can  help  ourselves  to 
overcome  this  habit  by  putting  in  a  rest  period  after  we  have 
finished  a  statement,  and  while  we  are  getting  ready  to  begin 
another.  Some  of  us,  too,  may  have  found  it  necessary  to  prac- 
tice deep  breathing. 

But  besides  this  abuse  of  and  by  using  him  to  hook  sentences 
together  when  they  ought  to  be  left  apart,  many  young  people 
use  him  to  do  all  kinds  of  work  inside  sentences,  work  which 
he  was  never  intended  to  do  at  all.  There  are  plenty  of  other 
words  ready  and  willing  to  do  their  share  of  the  work.  They 
can  often  perform  a  certain  task  much  better  than  poor  over- 
worked and  can  do  it.  One  of  these  willing  words  is  though. 
Notice  the  difference. 

1.  I  was  afraid  to  leave  Margaret  alone,  and  I  knew  that  I  ought 

to  get  the  doctor. 

2.  Though  I  was  afraid  to  leave  Margaret  alone,  I  knew  that  I 

ought  to  get  the  doctor. 

In  this  second  sentence,  we  not  only  give  poor  little  and  a  rest, 
but  we  also  use  a  word  that  expresses  the  idea  in  a  better  way. 


.      TO  ENGLISH  55 

Other  words  that  will  help  us  do  without  and  are  as,  as  soon  as, 
because,  then,  where,  when,  after,  for,  although,  before,  while. 
You  can  easily  think  of  others  when  you  get  started. 

Exercise.     Make  these   sentences   better  by   giving   and  a 
vacation  whenever  you  can  spare  him. 

1.  Dunstan  went  out  of  the  house,  and  Silas  soon  returned. 

2.  I  liked  her,  and  she  was  not  quite  fair  in  her  treatment  of  me. 

3.  He  is  working  every  day  this  summer,  and  he  never  worked 

steadily  before. 

4.  He  dropped  his  cartridge  in  the  snow,  and  he  had  to  hunt  for 

it,  and  the  rabbit  ran  away. 

5.  I  thought  I  could  get  a  job  there,  and  Jim  is  working  there,  and 

he  is  a  good  friend  of  mine. 

6.  I  want  to  keep  my  hat  as  nice  as  new,  and  Mother  worked 

almost  a  day  trimming  it. 

7.  We  got  home,  and  we  cleaned  up  at  once,  and  we  wanted  to 

go  to  the  show. 

8.  I  didn't  get  my  history  lesson  last  night,  and  right  after  supper 

my  uncle  and  my  cousin  came  over,  and  they  stayed  and 
visited  till  bedtime. 

9.  He  had  to  stay  away  from  school  yesterday,  and  he  was  sick, 

and  he  is  all  right  today. 

10.  We  rowed  as  fast  as  we  could,  and  it  would  be  dark  before  long, 

and  we  wanted  to  get  to  camp. 

11.  We  tried  to  make  it  in  time,  and  the  snow  was  pretty  deep, 

and  the  wind  was  squarely  in  our  faces,  and  we  were  too 
late. 

12.  The  tall,  lank  woman  rose  to  greet  us,  and  she  seemed  to  go 

up  like  an  extension  ladder. 

13.  The  next  morning  I  again  encountered  the  sergeant,  and  he 

was  getting  an  issue  of  coffee,  and  it  was  at  a  schoolhouse 
fifteen  miles  back  of  the  line. 

14.  She  knew  that  he  was  a  truthful  boy,  and  she  believed  what 

he  told  her,  and  he  said  that  he  knew  nothing  about  the 
purse. 

15.  One  of  the  slats  was  broken,  and  the  rat  had  crawled  into  the 

chicken -pen  there,  and  it  was  the  one  that  had  killed  all  these 
young  chickens. 

16.  I  told  him  he  must  be  careful  in  sliding  down  off  the  load, 

and  he  had  a  pitchfork  in  his  hand,  and  he  might  hurt 
himself  with  it. 


56  THE  JUNIOR  HIGHWAY 

Spelling  5 

Review  the  words,  and  all  that  is  said  about  them,  of  Spelling 
1,  page  22.  No  class  ever  looked  too  often  or  too  hard  or  too 
long  at  those  six  marvelous  words.  No  seventh-year  class  in 
the  United  States  ever  spelled  all  six  of  them  correctly  in  all 
its  written  work  for  a  year.  Perhaps  your  class — if  it  re- 
views often  enough — can  break  the  world's  record. 


LESSON  19  A 

Sentence  Work  10 


Rewrite  the  following  paragraphs,  dividing  into  sentences. 
This  exercise  is  so  arranged  that  there  is  only  one  verb  in  each 
sentence.    Underline  each  verb. 

I 

In  the  Central  Park  menagerie  of  New  York  City  a  "jazz"  orchestra 
once  played  to  the  animals  the  polar  bear  was  astonished  at  the  queer 
sounds  of  the  trombone  and  the  saxophone  first  he  sat  up  on  his 
legs  his  jaws  opened  there  was  a  nervous  tremble  in  the  muscles  of 
his  cheeks  he  began  to  sway  excitedly  from  side  to  side  in  a  curious 
kind  of  dance  a  small  tame  wolf  in  another  cage  ran  into  his  den  to 
hide  later  he  ran  out  wildly  the  wise  old  elephant  was  the  most  in- 
different of  all  the  animals  probably  the  music  seemed  just  a  silly 
joke  to  him 

II 

Last  night  I  saw  a  wonderful  movie  it  showed  a  great  naval  battle 
in  the  North  Sea  we  could  look  over  miles  and  miles  of  ocean  at  the 
two  fleets  of  warships  steaming  toward  each  other  and  firing  broad- 
sides with  their  big  cannon  once  a  huge  smoke-screen  was  thrown 
in  front  of  a  whole  fleet  sometimes  the  water  was  thrown  up  in  great 
pillars  by  the  explosion  of  bombs  several  cruisers  were  blown  to  bits 
never  in  my  life  have  I  seen  anything  so  wild  and  exciting 

Father  laughs  at  this  picture  he  read  all  about  it  in  Popular  Science 
Monthly  the  "ocean"  was  nothing  but  the  painted  top  of  a  big  table 
the  "warships"  were  little  models  about  half  an  inch  long  the  "fleets" 


TO  ENGLISH  57 

were  moved  carefully  by  hand  about  a  sixteenth  of  an  inch  at  a  time 
after  each  movement  the  camera-man  would  snap  just  that  one  pic- 
ture for  one  maneuver  of  one  of  the  "fleets"  the  operators  had  to 
move  the  models  80,000  times 


LESSON  20 
Sentence  Work  11 


A  word  like  gathering  cannot  by  itself  be  a  verb.  But  if  it  is 
combined  with  am  or  is  or  are  or  was  or  were,  it  can  help  to  form 
a  verb.    Notice  the  verbs  in  the  following  sentences: 

1.  The  pickers  were  gathering  the  cotton. 

2.  I  am  helping  my  mother. 

3.  Rob  was  seeing  the  sights. 

4.  Los  Angeles  is  growing  rapidly. 

5.  I  was  hoping  for  your  recovery. 

The  verbs  are  were  gathering,  am  helping,  was  seeing,  is  growing, 
was  hoping. 

Verbs  of  this  kind  may  have  three  parts. 

1 .  I  have  been  helping  my  mother. 

2.  Bob  had  been  seeing  the  sights. 

3.  She  has  been  hoping  for  your  recovery. 

The  verbs  are  have  been  helping,  had  been  seeing,  has  been  hoping. 
There  are  other  verbs  of  three  parts,  like  these : 

1.  I  could  have  helped  my  mother. 

2.  He  might  have  seen  the  sights. 

3.  They  may  have  eaten  all  the  food. 

The  verbs  are  could  have  helped,  might  have  seen,  may  have  eaten. 
Find  all  the  verbs  in  the  sentences  on  the  top  of  the  next 
page.  Some  have  one  word;  some  have  two;  some  have  three. 
Do  not  include  any  such  words  as  to  hide  or  to  scowl.  Do  not 
include  such  words  as  for,  hard,  out. 


58  THE  JUNIOR  HIGHWAY 

1.  Where  are  you  going?  2.  I  have  been  buying  a  new  coat. 
3.  These  logs  would  have  made  excellent  lumber.  4.  They  are  not 
telling  anything  about  it.  5.  I  have  just  been  reading  a  good  story 
in  St.  Nicholas.  6.  I  am  going  to  hide  in  the  attic.  7.  The  drug-store 
had  been  having  a  cut-price  sale.  8.  Were  you  looking  for  some- 
thing? 9.  Molly  had  been  trying  hard  not  to  scowl.  10.  Was  the  train 
running  very  fast?  11.  He  could  have  earned  two  thousand  dollars 
a  year.  12.  Is  it  as  bad  as  that?  13.  In  my  whole  walk  of  more 
than  thirteen  miles  I  saw  only  one  house.  14.  For  many  years  the 
shipyards  of  the  Great  Lakes  have  turned  out  huge  lake  boats. 
15.  The  old  dog  might  have  bitten  you.  16.  Is  he  subscribing  for 
The  Youth's  Companion  this  year? 

Spelling  6 

Review  Spelling  2,  page  31.  What  counts  in  spelling  is  to 
review  again  and  again.  Of  course  your  teacher  is  likely  to 
put  into  the  sentences  that  you  write  some  words  from  Spelling 
1,  page  22 — like  too  or  all  right  or  grammar. 


LESSON  20  A 
Sentence  Work  12 


Rewrite  this  paragraph  about  how  the  Indians  make  fire. 
Divide  it  carefully  into  sentences.  Each  sentence  has  only  one 
verb. 

The  Indian  knows  how  to  make  fire  with  two  sticks  one  of  these 
is  about  six  feet  long  it  is  partly  decayed  the  other  stick  is  only  a 
foot  long  and  an  inch  wide  the  Indian  holds  the  big  stick  firmly 
between  his  legs  with  one  end  on  the  floor  then  he  rubs  the  small, 
hard  stick  against  the  punky  one  very  rapidly  soon  he  has  made  a 
groove  in  the  big  stick  the  tiny,  dusty  shavings  gather  at  the  bottom 
of  the  groove  he  rubs  the  little  stick  faster  and  faster  he  is  working 
hard  enough  to  bring  out  the  sweat  all  over  his  body  his  eyes  almost 
pop  out  of  his  head  suddenly  he  stops  he  is  holding  the  little  stick 
against  the  bottom  of  the  groove  the  hot  end  of  it  kindles  the  tiny 
shavings  in  two  seconds  more  a  little  wisp  of  smoke  curls  up  into 
the  air  the  fire  has  started. 


TO  ENGLISH 

The  Right  Forms  6 

know — knew — have  or  has  known 

1.  He  knew  his  lesson. 

2.  How  long  has  she  known  it? 

3.  You  might  have  known  better. 

4.  I  have  known  him  for  a  year. 

5.  I  knew  you  when  I  saw  you. 

6.  Has  she  known  this  long? 

7.  She  has  known  it  all  week. 

8.  He  knew  where  to  go. 

9.  Suppose  he  had  not  known. 

10.  Would  you  have  known  my  voice? 

11.  He  knew  how  to  ride. 

12.  We  knew  the  road. 

13.  He  knew  the  right  answer. 

14.  How  could  he  have  known  it? 

15.  She  knew  his  step. 

16.  The  Spartans  knew  how  to  fight. 

17.  I  know  it  to  be  the  truth. 

18.  They  knew  only  two  stanzas. 

19.  They  have  known  each  other  for  years. 

20.  We  knew  him  by  his  picture. 


LESSON  21 

Oral  Composition  8 

Exercise.  In  the  same  way  that  you  related  an  adventure  in 
Lesson  17,  page  52,  prepare  to  tell  orally  a  fable,  or  a  story 
from  history.  Practice  aloud  several  times.  When  your  turn 
comes  to  speak,  take  plenty  of  time,  and  put  in  rest  periods 
between  sentences.    Use  as  few  and's  as  you  can. 


60  THE  JUNIOR  HIGHWAY 

LESSON  22 

Written  Composition  5 

Look  at  the  picture  on  the  opposite  page  and  note  the  pecul- 
iar mass  of  rock,  towering  up  twelve  hundred  and  eighty  feet 
above  the  plain,  which  is  named  the  Devil's  Tower  because  of 
its  strange,  uncanny  appearance.  Nowhere  else  in  the  world  is 
there  a  stranger  rock  formation.  It  is  situated  on  the  Custer  Bat- 
tlefield Highway,  between  Sundance  and  Moorcroft,  Wyoming. 

Some  scientists  think  that  this  curious  tower  of  rock  is  the 
"core"  of  a  very  ancient  volcano.  They  believe  that  the  molten 
substance  in  the  center  of  the  active  volcano  cooled  into  a  rock 
much  harder  than  the  surrounding  parts.  Then,  through 
thousands  of  years,  the  softer  outer  portions  of  the  mountain 
were  entirely  worn  away  by  wind  and  weather,  leaving  the  solid 
core  as  we  now  see  it. 

To  the  Indians  this  strange  tower  was  an  object  of  wonder 
and  reverence.  They  believed  that  thunder  was  caused  by  the 
thunder  god  beating  his  mighty  drum  on  top  of  the  rock.  The 
Indian  story  of  how  the  tower  came  into  existence  is  as  follows : 

One  day  three  Indian  maidens  who  had  gone  some  distance 
from  the  village  to  gather  flowers  were  chased  by  three  huge 
bears.  To  escape  they  climbed  on  top  of  a  large  rock.  The 
bears  started  to  climb  up  after  them.  The  gods,  seeing  that 
the  maidens  were  about  to  be  taken,  caused  the  rock  to  grow 
up  out  of  the  ground.  The  higher  the  bears  climbed,  the 
higher  the  rock  grew.  At  last  the  bears,  becoming  exhausted, 
fell  to  their  death  on  the  rocks  below.  The  maidens  then 
made  chains  from  the  flowers  which  they  had  gathered,  and 
lowered  themselves  to  the  ground.  The  rock  upon  which  the 
maidens  took  refuge  is  today  the  Devil's  Tower,  and  the  marks 
made  by  the  bears'  claws  can  still  be  seen  on  its  steep  sides. 

One  more  interesting  story  is  told  about  the  Devil's  Tower. 
It  is  said  that  somewhere  about  it  is  the  opening  of  a  large 
cave.  During  recent  years  a  number  of  people  have  searched 
for  it,  but  without  success.     Yet  there  is  a  man  living  not  far 


TO  ENGLISH 


61 


Copyright  by  Dick  Stone,  Gillette,  Wyoming. 

THE    DEVIL'S   TOWER 


62  THE  JUNIOR  HIGHWAY 

from  the  spot  who  says  that  he  once  found  the  cave  and  entered 
it.  He  found  there  the  bones  of  many  animals  of  different 
sorts  and  some  human  skeletons.  How  would  you  like  to 
explore  such  a  place? 

Can  you  imagine  yourself  trying  to  climb  up  the  sides  of  this 
tremendous  cone?  How  do  you  think  you  would  feel  if  you 
really  managed  to  get  on  top  of  it  and  then  did  not  know  how 
to  come  down  again?  If  you  notice  how  tiny  the  large  trees  that 
stand  on  the  left-hand  side  seem,  and  realize  the  vast  height 
of  the  peak,  you  will  probably  shiver  and  decide  that  you 
wouldn't  care  to  make  the  attempt. 

Yet  a  few  years  ago  a  party  of  boys  did  actually  climb  to 
the  top  of  the  Devil's  Tower.  Somehow,  by  building  rude 
ladders  supported  by  sticks  thrust  into  the  crevices,  they  man- 
aged to  arrive  upon  the  great  platform,  far  above  the  level. 
And  then,  when  they  decided  to  come  down  again,  they  were 
unable  to  find  the  topmost  ladder!  Nobody  knew  they  were 
up  there.    What  do  you  suppose  happened? 

Now  we  have  an  opportunity  to  select  from  several  compo- 
sition subjects.     Pick  the  one  you  like  best. 

1.  Write  a  short  story,  beginning  with  the  decision  of 
the  boys  to  start  down.  Write  in  the  first  person.  Try  to 
imagine  that  you  are  really  up  there,  and  tell  the  feelings  which 
you  imagine  you  would'  have.  Use  direct  quotations  in  the 
conversation.  See  what  your  imagination  and  ingenuity  can 
do.    Think  about  pleasing  and  entertaining  your  classmates. 

2.  Write  the  Indian  legend  in  verse  such  as  Longfellow  uses 
for  the  many  similar  legends  that  he  tells  in  "Hiawatha." 
Before  beginning  to  write,  it  will  be  a  good  plan  for  you  to 
read  a  few  pages  of  "Hiawatha"  to  recall  the  swing  of  the  lines 
and  the  sort  of  language  the  poet  uses.  You  might  start  out 
in  some  such  fashion  as, 

Once  three  lovely  Indian  maidens, 
Daughters  of  the  chief  Watosa, 
Left  their  father's  lofty  wigwam, 
Wandered  from  the  tribal  village — 


TO  ENGLISH  63 

3.  Write  a  short  story  about  an  imaginary  search  for  the 
mysterious  cavern.  Make  every  detail  seem  as  real  and 
natural  as  you  possibly  can. 


LESSON  23 

Sentence  Work  13 


We  have  learned  something  about  verbs.  Before  we  can  go 
on  to  learn  more,  we  must  know  about  the  words  like  at  and  by 
and  in.  These  little  words  are  often  attached  to  verbs.  We 
need  to  know  what  they  are,  so  that  we  shall  not  think  they  are 
part  of  a  verb. 

Notice  the  word  at  in  this  sentence. 

I  looked  at  the  window. 

At  is  a  very  common  little  word.    It  usually  has  some  noun  or 
pronoun  after  it. 

1.  I  stared  at  the  elephant. 

2.  Uncle  Phil  came  at  noon. 

3.  The  dog  rushed  at  me. 

4.  I  am  not  pointing  at  you. 

By  is  another  little  word  like  at. 

Nora  stood  by  the  door. 

Notice  the  noun  or  pronoun  after  by  in  these  sentences : 

1.  Stand  here  by  me. 

2.  Did  you  come  by  train? 

3.  Molasses  is  sold  by  the  quart. 

In  is  a  word  of  the  same  kind.  Notice  the  noun  or  pronoun 
in  each  of  these  sentences : 

1.  He  came  in  a  taxi. 
%.  Look  in  the  pantry. 
3.    There  is  a  spring  in  it. 


64  THE  JUNIOR  HIGHWAY 

Other  little  words  of  the  same  sort  are  in  these  sentences. 
Notice  the  nouns  or  pronouns  that  follow  them. 

1 .  He  ran  away  from  home. 

2.  He  came  after  supper. 

3.  May  I  go  with  you? 

4.  I  bumped  into  him. 

5.  Mother  sent  me  to  the  store. 

6*.    The  squirrel  stood  on  his  hind  legs. 
7.    The  nurse  has  no  control  over  her. 

These  little  words  are  called  "prepositions."  That  is  a  big 
name  for  a  small  word,  but  it  is  easier  to  say  than  "the  little 
words  that  have  nouns  or  pronouns  after  them." 

The  noun  or  pronoun  after  a  preposition  is  called  the  "object" 
of  the  preposition.  A  preposition  and  its  object  together  are 
called  a  "phrase."  Find  the  preposition  and  its  object  in  this 
sentence. 

We  looked  at  the  ostrich. 

The  preposition  is  at.    Its  object  is  ostrich.    At  the  ostrich  is  a 
phrase. 

Find  the  preposition  in  each  of  the  following  sentences.  Say 
what  the  object  of  each  preposition  is.  Then  say  what  the 
phrase  is — like  this:  "The  preposition  is  by.  Its  object  is  side. 
By  my  side  is  a  phrase." 

1 .  Margaret  stepped  into  the  trolley. 

2.  We  were  resting  in  the  shade. 

3.  I  stood  on  the  bridge. 

4.  The  cat  wanted  to  get  away  from  me. 

5.  The  crowd  was  pouring  through  the  gate. 

6.  The  audience  stood  during  the  prayer. 

7.  I  should  like  to  climb  to  the  top. 

8.  Arthur  slid  down  the  banisters. 

9.  The  sailor  climbed  up  a  rope. 

10.  You  can  succeed  by  hard  work. 

11.  The  water  ran  under  the  road. 

12.  There  are  big  beams  beneath  the  floor. 

13.  Don't  buy  gum  with  your  money. 

14.  I  stood  behind  my  small  brother. 


TO  ENGLISH  65 

15.  You  can't  buy  stamps  without  money. 

16.  Just  look  at  that  giraffe! 

17.  There  is  some  dirt  above  your  left  ear. 

18.  Isn't  there  an  arithmetic  among  your  books? 

19.  Next  Saturday  we  play  against  Newtown. 

20.  You  will  get  an  answer  after  five  days. 


LESSON  24 
Spelling  7 


Have  you  ever  noticed  how  an  s  is  put  at  the  end  of  a  verb 
like  sell  or  shift?  It  is  a  fact — strange  as  it  sounds — that  many 
young  people  never  have  noticed  with  their  eyes  wide  open. 
They  have  dreamed  a  form  and  have  written  their  dream. 

The  fact  is  that  s  is  put  on  all  alone,  squarely  against  the  end 
of  the  verb. 

sells         shifts         rolls         turns         shows 

It  is  just  the  same  with  risks  or  basks  or  masks.    It  is  just  the 
same  with  the  verb  ask. 

She  asks  if  I  am  sure  I  can  spell  grammar. 

There  is  another  very  common  w7ay  of  putting  an  s  on  a 
word  directly — without  any  other  letter  or  any  helping  mark, 
its        hers        ours        yours        theirs 

Make  good  note  of  its,  which  is  ten  times  as  common  as  the 
other  four  put  together. 

Put  each  book  back  in  its  place. 
The  fault  is  ours,  not  hers. 

You  have  heard  about  all  right.  It  is  two  sepArate  words. 
Study  the  following  phrases  which  must  always  be  written  as 
two  words. 

at  last  in  fact 

at  all  in  spite 

In  spite  of  his  cleverness  we  caught  him  at  tast. 
In  fact  I  couldn't  see  it  at  all. 


66  THE  JUNIOR  HIGHWAY 

Some  of  your  classmates  may  not,  in  all  the  rest  of  the  year, 
master  every  word  of  this  lesson.  Even  if  the  teacher  keeps 
reminding  them  and  urging  them  to  be  more  careful,  they  will 
fail  every  now  and  then.    Resolve  to  kill  your  bad  habits. 

Sentence  Work  14 
Prepositions  often  come  at  the  beginning  of  a  sentence. 

1.  By  hard  work  you  can  succeed. 

2.  During  the  prayer  the  audience  stood. 

3.  Beneath  the  floor  there  are  big  beams. 

4.  Above  the  door  hung  a  horseshoe. 

5.  After  five  days  an  answer  will  come. 

Change  each  of  the  following  sentences,  putting  the  preposi- 
tions at  the  beginning  of  the  sentences — like  this : 

Donald  stood  between  the  horses. 
Between  the  horses  stood  Donald. 

1.  Mr.  Sales  started  in  the  early  morning. 

2.  We  were  ready  to  start  at  daybreak. 

3.  I  tripped  him  with  a  quick  movement. 

4.  We  planted  rose-bushes  around  the  fountain. 

5.  A  party  of  Boy  Scouts  marched  behind  the  band. 

6.  The  canoe  plunged  into  the  rapids. 

7.  The  sap  was  running  from  every  tree. 

&  I  have  been  out  of  school  since  February. 

9.  Arthur  rushed  gaily  down  the  street. 

10.  There  was  not  a  sound  until  midnight. 

11.  A  little  breeze  began  to  blow  toward  evening. 

12.  A  long  road  stretched  before  him. 

13.  That  seemed  a  long  way  to  me. 

14.  The  rule  is  different  for  us. 


LESSON  25 
Oral  Composition  9 

Suppose  we  plan  for  the  next  class-period  to  compare  some 
of  our  experiences  in  earning  money.  We  might  select  such  a 
subject  as  "How  I  made  my  first  money."    Some  of  these 


TO  ENGLISH  67 

stories  ought  to  be  very  amusing.  Yet  the  very  best  material 
will  be  worthless  unless  it  is  told  in  sentences.  Put  in  the  periods 
with  your  voice,  so  that  your  classmates  can  say  to  themselves, 
"This  is  the  end  of  a  sentence." 


LESSON  26 

Written  Composition  6 

Read  this  three-paragraph  story,  and  see  whether  you  would 
call  it  a  good  one. 

The  Third  Trap 

On  Friday  afternoon  I  had  set  three  traps  for  muskrats  along  the 
creek  that  emptied  into  the  river  about  two  miles  below  Uncle  Rob's 
farmhouse.  Now  it  was  Saturday  morning.  As  I  trotted  along  the 
bank,  I  could  feel  my  heart  beating  with  excitement.  How  I  did 
hope  that  I  might  be  lucky!  Yet  I  was  afraid  that  there  might  not 
be  anything  in  any  of  my  traps. 

When  I  reached  the  spot  where  I  had  set  the  first  trap,  I  crept 
up  on  my  hands  and  knees  and  peeped  over  the  bank.  There  it  was, 
under  the  shallow  water,  near  the  edge,  just  as  I  had  set  it.  I  was 
a  little  disappointed,  but  I  did  not  lose  hope.  Soon  I  reached  the 
second  trap.  Like  the  first  one,  it  was  undisturbed.  My  heart 
sank  down  into  my  shoes,  and  I  began  to  feel  that  trapping  was  pretty 
poor  sport,  after  all. 

Soon  I  had  come  to  the  place  where  my  third  and  last  trap  was  set. 
With  hope  and  fear,  I  tiptoed  up  to  the  reeds  at  the  edge  of  the  water. 
What  if  this  one,  too,  should  be  empty?  Oh!  if  only  I  could  catch 
one!  Hardly  daring  to  breathe,  I  looked  into  the  water,  and  there, 
perfectly  dead,  and  seeming  to  be  standing  on  his  head  in  the  water, 
was  a  monstrous  big  brown  muskrat! 

Like  the  panther  story,  this  account  of  a  boy's  adventure 
begins  without  wasting  any  words;  and  when  it  reaches  the 
end,  it  stops.  Suppose  the  writer  had  gone  on  like  this:  "I 
took  him  out  of  the  trap  and  set  it  again,  for  I  hoped  to  catch 
another  the  next  day.     Then  I  started  home.     I  reached  the 


68  THE  JUNIOR  HIGHWAY 

house  tired  and  hungry,  and  I  surely  enjoyed  Aunt  Emma's 
magnificent  bacon  and  eggs." 

While  all  this  may  be  true,  it  certainly  doesn't  belong  in  this 
story.  It  is  tacked  on  after  the  real  ending.  Nobody  has  the 
least  bit  of  interest  in  it.  It  spoils  the  whole  effect  of  the  story. 
In  your  own  stories,  oral  or  written,  always  stop  right  after  the 
point  of  highest  interest.  Don't  drag  in  anything  about  the 
trip  home  or  your  appetite  for  supper. 

Exercise.  Plan  and  write  a  three-paragraph  story  about  an 
experience  connected  with  Hallowe'en.  Make  the  composition 
perfect  in  form.  Get  an  interest-catching  start.  Avoid  and 
and  so  as  much  as  you  can.    When  the  story  is  done,  stop. 


LESSON  27 

Letters  1 
Read  this  letter  written  by  a  seventh-year  pupil  to  a  chum. 

Collins,  Nebraska 

June  12,  1921 
Dear  Celia: 

Your  experience  in  feeding  birds  interested  me  so  much  that  I 
read  your  letter  to  Mother.  We  have  had  a  good  laugh  over  it.  A 
person  who  can  write  such  entertaining  letters  ought  to  write  a  great 
many  of  them  for  the  sake  of  her  friends. 

I  had  a  strange  little  experience  this  spring.  One  day  I  made 
a  little  platform  to  feed  birds  on.  I  put  it  up  in  a  clump  of  trees 
which  were  thickly  hung  with  grapevines.  The  very  next  day  I 
went  to  Aunt  Ora's  for  a  visit,  and  was  gone  for  more  than  a  week. 
When  I  got  home,  I  immediately  went  out  to  my  feeding  stand  to 
feed  the  birds  some  crumbs.  When  I  stepped  through  the  grapevines, 
what  do  you  think  I  saw? 

There  on  the  stand  was  a  rough  little  nest  made  of  sticks.  On 
the  nest  sat  a  turtle  dove.  She  flew  off  when  she  saw  me,  and  in  the 
nest  were  two  eggs.  A  few  days  later,  there  were  two  little  doves 
there.     I  thought  that  my  feeding  stand  had  been  a  success. 

Your  friend, 

Viola  Stevens 


TO  ENGLISH  69 

Notice  how  this  letter  begins.  Up  at  the  right-hand  corner 
of  the  page  Viola  wrote  the  name  of  the  place  from  which  she 
was  writing.  Under  that,  and  a  little  to  the  right,  she  wrote  the 
date.  The  name  of  the  place  from  which  the  letter  is  written 
and  the  date  must  always  be  given  at  the  beginning  of  a  letter. 
We  have  a  name  for  this  which  you  will  need  to  remember. 
We  call  it  the  Heading. 

If  you  live  in  a  city,  you  must  give  your  street  number  in 
the  heading,  putting  it  first  in  a  line  by  itself.  Then  it  will 
look  like  this : 

618  West  Fourth  Street 

Muscatine,  Iowa 

November  29,  1919 

What  punctuation  marks  do  you  notice  in  the  headings 
which  you  have  just  observed?  Can  you  make  two  easy  rules 
for  the  use  of  commas  in  a  heading?  Now  write  the  two  rules 
on  a  slip  of  paper.  See  which  member  of  the  class  has  the  best 
rules. 

Below  are  some  headings  which  are  not  punctuated.  Copy 
them  on  a  sheet  of  paper,  near  the  right-hand  edge,  and  put  in 
the  punctuation  marks,  according  to  the  two  rules. 

1.  834  South  35th  Street  3.   6640  East  68th  Street 

Omaha  Nebraska  Chicago  Illinois 

April  5  1920  December  12  1917 

2.  Weston  New  Jersey  4.   314  Walnut  Avenue 

August  23  1922  Clinton  Missouri 

July  30  1921 

Exercise.  Rule  a  plain  sheet  of  paper  into  six  equal  strips, 
and  write  in  each  division  a  heading  which  you  make  up.  At 
least  four  of  them  should  contain  street  addresses.  Don't 
forget  to  put  in  the  commas. 

Caution.  Notice  that  in  the  headings  which  you  have  read 
the  dates  were  written  this  way:  June  4,  December  14,  April  3. 
Never  write  4th,  14th,  or  3rd  in  headings. 


70  THE  JUNIOR  HIGHWAY 

The  Right  Forms  7 
write — wrote — have  or  has  written 

1.  He  wrote  a  letter. 

2.  Did  you  write  first? 

3.  Why  have  you  not  written? 

4.  He  has  written  for  me. 

5.  I  have  written  my  theme. 

6.  You  could  have  written  more  plainly. 

7.  She  had  written  two  stories. 

8.  How  many  has  he  written? 

9.  He  says  he  has  written  five. 

10.  How  can  he  have  written  so  many? 

11.  The  title  should  have  been  written  here. 

12.  She  has  written  on  both  sides  of  the  paper. 

13.  A  theme  must  be  written  carefully. 

14.  He  has  written  the  address  properly. 

15.  You  should  have  written  yours  in  the  same  way. 


LESSON  28 

Spelling  8 

Review  carefully — as  if  it  were  a  new,  difficult  lesson — all 
that  is  said  in  Spelling  3,  page  41. 

Prepare  to  recite  orally  on  this  topic:  "How  I  can  remember 
the  right  form  of  a  word  that  has  troubled  me.'*  You  must 
think  of  some  word  that  you  once  used  to  misspell,  and  must 
think  of  some  other  similar  word  with  which  you  might  put 
it.  For  example,  an  oral  recitation  might  be:  "Sometimes  I 
have  trouble  with  the  word  coarse — as  in  'coarse  cloth,  coarse 
thread.'  This  ought  to  be  spelled  c-o-a-r-s-e.  A  word  like  this 
is  h-o-a-r-s-e.  If  I  had  made  up  a  sentence  that  had  hoarse  and 
coarse  in  it,  I  might  have  broken  up  the  bad  habit.  I  could  have 
said,  Tut  a  coarse  cloth  around  my  hoarse  throat.'  ' 


TO  ENGLISH  71 

Sentence  Work  15 

Read  through  the  pairs  of  sentences  below.  Notice  in  each 
case  how  the  second  sentence  begins. 

1.  He  slept  soundly  for  eleven  hours.     At  nine  o'clock  he  waked  up. 

2.  The  man  and  the  lion  were  locked  up  in  the  room.     In  the 

street  outside  the  crowd  waited  breathlessly. 

Read  this  next  pair  of  sentences  and  decide  where  the  second 
one  ought  to  begin. 

3.  First  he  read  the  letter  from  his  sister  after  that  he  opened  the 

one  from  Jim. 

It  would  sound  queer  to  say,  "First  he  read  the  letter  from  his 
sister  after  that."  Surely  the  sensible  way  to  divide  is  this: 
"First  he  read  the  letter  from  his  sister.  After  that  he  opened 
the  letter  from  Jim." 

Decide  in  the  same  way  about  each  of  these  pairs  of  sentences. 
Be  sure  not  to  have  any  sentences  that  sound  queer.  In  each 
case  you  will  find  that  the  second  sentence  begins  with  some- 
thing like  "after  that"  or  "by  the  light"  or  "at  last"  or  "also." 

1.  The  smoldering  wick  burst   into  flame  by  the  sudden  light 

Wilbur  saw  his  father. 

2.  Eight  weary  days  passed  slowly  by  at  last  a  telegram  came. 

3.  Maggie  scrambled  up  the  opposite  bank  at  the  top  she  paused 

and  looked  back. 

4.  Harry  peeped  cautiously  through  the  crack  in  the  door  at  the 

stove  stood  a  tramp  frying  some  eggs  in  a  rusty  skillet. 

5.  Lobsters  are  very  expensive  in  fact  they  cost  three  times  as 

much  as  good  beefsteak. 

6.  He  was  often  rude  and  sarcastic  with  the  boys  so  of  course 

they  tried  to  get  even  with  him. 

7.  Larry  was  a  very  serious  boy  also  he  was  absolutely  honest. 

8.  The  room  was  rather  small  otherwise  it  was  perfectly  comfort- 

able. 

9.  For  three  years  he  was  a  clerk  in  a  department  store  before 

that  he  had  been  an  errand-boy. 
10.   There  was  a  queer  squeaking  sound  in  the  attic  also  the  latch 
in  the  front  door  was  rattling  mysteriously. 


72  THE  JUNIOR  HIGHWAY 

LESSON  28  A 

Sentence  Work  16 

The  most  common  preposition  is  of.  It  usually  comes  after 
a  noun. 

1.  It  was  fastened  by  a  chain  of  gold. 

2.  Here  is  a  mixture  of  salt  and  sugar. 

3.  We  stood  in  a  forest  of  pine  trees. 

4.  He  is  the  editor  of  a  paper. 

We  often  find  of  after  another  preposition  and  its  object. 

1 .  in  the  hush  of  midnight 

2.  around  the  door  of  the  shop 

3.  at  the  end  of  the  game 

4.  from  the  top  of  the  tower 

5.  through  the  noise  o/  the  street 

6.  a/^er  the  close  of  business 

7.  /or  the  sake  of  my  mother 

Put  a  subject  and  verb  and  several  other  words  after  each  of 
the  seven  pairs  of  prepositions  above,  so  as  to  make  complete 
sentences — like  this:  "On  the  top  of  the  ladder  sat  a  very 
untidy  little  child.' 

Read  the  following  description  of  "the  silent  midnight." 
Every  sentence  begins  with  the  subject  and  verb.  It  is  tire- 
some to  read  such  a  lot  of  sentences  that  are  all  alike.     * 

1.  It  was  the  very  dead  of  night.  2.  Ichabod  was  riding  along 
the  high  hills  beside  the  Hudson  River.  3.  He  felt  scared  on  this  long, 
lonely  road.  4.  The  broad  river  looked  dark  and  mysterious  below 
him.  5.  He  could  barely  see  the  dusky  forms  of  the  boats  in  the 
dim  starlight.  6.  Everything  was  fearfully  still.  7.  He  could  hear 
the  barking  of  a  dog  clear  from  the  other  side  of  the  great  river  in 
the  dead  hush  of  midnight.  8.  The  crow  of  a  rooster  came  to  his 
ears  from  a  farmhouse  half  a  mile  away.  9.  These  distant  sounds 
only  made  the  night  seem  more  silent.  10.  There  was  no  sound  near 
him.  11.  All  sorts  of  stories  about  ghosts  and  goblins  came  to  his 
mind  in  this  fearful  silence.  12.  The  night  grew  darker  and  darker. 
13.   He  had  never  felt  so  lonely  and  dismal  in  all  his  life. 

Thirteen  sentences,  one  after  another,  that  begin  in  the 
same  way  are  unpleasant.     If  all  the  sentences  began  with  a 


TO  ENGLISH  73 

preposition,  they  would  be  tiresome.  It  is  disagreeable  to  have 
all  sentences'  begin  the  same  way.    We  want  variety. 

Rewrite  the  description  of  "the  silent  midnight."  Copy  the 
first  two  sentences  just  as  they  are.  Change  number  3,  so  that 
it  will  begin  with  "on  this  long,  lonely  road."  Make  number  4 
begin  with  "below  him."  Make  number  5  begin  with  "in  the 
dim  starlight."  Keep  number  6  just  as  it  is.  Change  number 
7,  so  that  it  will  begin  with  "in,"  and  number  8  to  begin  with 
"from."  Let  number  9  and  number  10  stay  as  they  are.  Be- 
gin number  11  with  "in."  Keep  number  12  as  it  is.  Begin 
number  13  with  "in." 

When  you  write  your  next  composition  think  of  this  exercise. 
Try  to  begin  some  of  your  sentences  with  prepositions. 


LESSON  29 


Letters  2 


Exercise.  Write  a  letter  to  a  relative  in  which  you  say  that 
you  are  coming  for  a  visit.  State  plainly  how  you  will  travel 
and  when  you  will  arrive,  so  that  the  person  to  whom  you 
write  can  meet  you.  Place  all  the  parts  of  the  letter  as  they 
appear  in  the  model  on  page  68,  and  punctuate  in  the  same  way. 


LESSON  30 

Spelling  9 


Always  try  to  think  of  similar  words  in  a  group  together. 
Suppose  someone  keeps  making  mistakes  with  lose.  He  must 
not  say  anything  to  himself  about  the  wrong  form  that  his  mind 
dreamed  when  he  was  a  child.  He  must  look  hard  at  the  single 
o,  must  think  "just  one  o,"  and  must  hunt  for  another  similar 
word  to  go  with  it.    Move  is  a  good  one,  for  it  has  only  one  o  and 


74  THE  JUNIOR  HIGHWAY 

has  the  same  vowel  sound.  Another  one  is  prove.  Think  of 
"lose,  move,  and  prove."  A  group  of  three  like  that  is  a  strong 
antiseptic;  it  kills  the  misspelling  germs. 

Did  you  ever  have  the  wrong  habit  with  paid?  If  so,  it  is 
probably  still  in  your  system  and  breaks  out  once  in  a  while. 
You  must  kill  the  germ.  One  good  antiseptic  is  laid,  which  has 
the  same  ai  and  the  same  sound.  Another  is  said.  Think  of 
"laid,  paid,  and  said"  together;  then  you  can  spell  all  three. 

Perhaps  you  are  sometimes  in  doubt  about  already.  If  you 
let  yourself  think  of  the  wrong  form,  or  if  you  try  to  think  how 
already  is  different  from  some  word  that  has  two  Vs,  your  mind 
will  be  confused.  You  must  find  other  similar  words  that  be- 
gin with  at.  There  are  three  others:  almost,  altogether,  always. 
(Do  you  notice  that  altogether  is  one  solid  word,  with  no  break, 
no  hyphen — nothing  but  the  ten  letters?)  You  might  make 
this  picture  of  the  words  in  your  mind : 


al+ 


most 
ready 
]  together 

[ways 


Then  if  you  learn,  so  that  you  can  rattle  them  off  quickly,  in 
alphabetical  order,  "almost,  already,  altogether,  always,"  you 
may  perhaps  escape  mistakes  in  future  with  "the  solid  al  words." 
This  lesson  shows  you  groups  of  words : 

lose,  move,  prove 

laid,  paid,  said 

almost,  already,  altogether,  always 

Sentence  Work  17 

Separate  into  sentences  this  account  of  "the  hog  and  the 

cocoanut."    Many  of  the  sentences  begin  with  prepositions. 
• 
I  once  saw  a  drove  of  wild  hogs  in  a  grove  of  cocoanut  trees  on  the 
ground  were  many  ripe,  sweet  cocoanuts  of  these  the  hogs  are  very 
fond  they  have  to  work  hard  to  break  the  thick,  hard  shells  after  an 
hour  of  gnawing  they  sometimes  fail  to  get  at  the  meat 


TO  ENGLISH  75 

I  once  saw  one  of  these  pigs  work  two  hours  on  a  single  nut  he  could 
not  open  it  for  a  while  he  gave  up  in  disgust  after  two  hours  he  came 
back  to  attack  it  once  more  he  was  in  a  perfect  rage  he  stamped  it 
into  the  soft  ground  with  his  hoofs  with  his  snout  he  tossed  it  angrily 
then  he  bit  it  again  with  all  his  might  after  several  minutes  of  biting 
he  tossed  it  again  then  he  had  to  hunt  for  it  in  this  way  he  drove  the 
cocoanut  half  way  across  the  valley  at  sundown  he  was  all  tired  out 
not  a  mouthful  of  food  did  he  get  for  all  his  trouble. 


LESSON  31 

Letters  3 


When  one  writes  a  letter  to  a  person  who  is  not  a  close  friend 
or  a  relative,  it  is  necessary  to  write  that  person's  address  below 
the  heading  and  close  to  the  left-hand  margin.  Notice  how  Mr. 
Elliot's  address  is  placed  in  this  sample. 

136  West  Monroe  Avenue 
Glenwood,  Wisconsin 

August  30,  1920 
Mr.  Frederick  Elliot 

Blue  Springs,  Colorado 
Dear  Sir: 

Notice  that  the  only  mark  of  punctuation  used  in  this  address 
follows  one  of  the  rules  which  you  made  for  the  heading.  What 
is  it? 

Exercise.  Examine  the  advertisements  in  a  magazine  or 
newspaper  and  pick  out  six  addresses.  Copy  these  on  a  sheet 
of  paper,  close  to  the  left-hand  margin.  Some  of  them  will  be  in 
three  lines  instead  of  two  because  the  street  and  number  will 
need  to  be  given.  Observe  these  addresses.  For  what  purpose 
are  periods  used? 

1.    South  Bend  Printing  Co.  2.   The  Mitchell  Boat  Mfg,  Co. 

511  High  Street  621  Ellis  Avenue 

South  Bend,  Ind.  Peshtigo,  Wis. 


76  THE  JUNIOR  HIGHWAY 

LESSON  32 

Letters  4 

When  we  meet  a  person  and  start  to  talk  with  him,  we  gen- 
erally begin  by  saying  "Hello"  or  "Good  morning."  A  letter 
always  starts  with  a  word  or  two  of  greeting.  We  call  this  the 
Salutation.  You  should  remember  this  name,  for  you  will  use 
it  many  times.  In  the  letter  on  page  68  the  salutation  was 
"Dear  Celia:"  For  other  letters  we  might  use  such  salutations 
as  those  in  the  following  exercise. 

Exercise.  Rule  a  sheet  of  paper  into  five  equal  strips.  Then, 
leaving  a  margin  of  about  one  inch  at  the  left,  copy  the  follow- 
ing addresses  and  salutations : 

1.  Mr.  Thomas  B.  Gates  4.   Mr.  Adam  J.  Bedell 

Tinmouth,  Vermont  412  Clinton  Avenue 

My  dear  Mr.  Gates:  Seattle,  Wash. 

Dear  Sir: 

2.  The  Fowler  Refrigerator  Co. 

126  Chandler  Street  5.   Mrs.  Samuel  A.  Bliss 

Brooklyn,  New  York  856  Marquette  Road 

Gentlemen:  Chicago,  111. 

Dear  Madam: 

3.  Miss  Amy  Brown 

Albert  Lea,  Minnesota 
My  dear  Miss  Brown : 

Do  you  know  the  name  of  the  mark  which  follows  each  of 
these  salutations?  It  is  called  a  colon.  It  is  a  serious  blunder 
to  use  a  semicolon  (;)  for  this  purpose. 

Exercise.  Write  on  a  sheet  of  paper,  close  to  the  left-hand 
margin,  a  salutation  to  each  of  the  following: 

1.  A  member  of  your  family  5.   The  minister  of  a  church  in 

2.  A  friend  of  your  own  age  your  city 

3.  One  of  your  teachers  6.   A  firm  which  deals  in  athletic 

4.  The  mayor  of  your  city  goods  or  other  merchandise 


TO  ENGLISH  77 

LESSON  32  A 

Letters  5 

Compose  five  addresses  and  salutations  to  correspond.  Place 
these  in  the  proper  position  on  a  page  ruled  into  five  strips. 

In  addition,  clip  from  some  real  letters  the  headings  and 
salutations.  Bring  these  to  class,  and  exchange  with  another 
pupil.  See  how  many  of  them  are  correctly  written.  Correct 
any  that  are  wrong. 


LESSON  32  B 

Letters  6 


Exercise.  Write  the  following  carefully  on  pages  ruled  into 
four  equal  parts.  Look  at  the  models  if  you  are  in  doubt  about 
any  point.  Be  sure  that  your  work  is  exactly  right  before  you 
bring  it  to  class.  The  dashes  are  used  just  to  separate  the  parts, 
and  of  course  you  will  not  copy  them. 

1.  Beatrice — Nebraska — January  28 — 1918 — Mr.  Jacob  S.  Olds — 

1144  Louisiana  Avenue — Lawrence — Kansas — My  dear  Mr. 
Olds 

2.  Hibbing  —  Minnesota  —  March  9  —  1920  —  Blue  River  Game 

Farms — Box  109 — Middletown — New  Jersey — Gentlemen 

3.  467  East  Third  Street— Dayton— Ohio— June  4— 1921— The 

Randall  Furniture  Co. — Grand  Rapids — Michigan — Gentle- 


4.  1232  Oak  Avenue — Evanston — Blinois — February  21 — 1922 — 

Miss    Felice    Williams — Craig — Colorado — My    dear    Miss 
Williams 

5.  Langford — Pennsylvania — September    10 — 1921 — J.    F.   Pren- 

tiss Boat  Co. — 412  Erie  Street — Albion — Michigan — Gentle- 
men 


78  THE  JUNIOR  HIGHWAY 

C.  Box  463— Easton— Maryland— August  17— 1919— Mr.  Ira  H. 
Mclntire — Assistant  Superintendent  of  Schools — Green  Bay 
— Wisconsin — Dear  Sir 

7.  The  Strasser  Quilting  Company — 18  Laight  Street — New  York 

City— April  20— 1922— Mrs.  W.  H.  Anderson— Danville- 
Illinois — Dear  Madam 

8.  580   Madison   Street — Richmond — Virginia — September    14 — 

1921 — Judge    Amos    W.    Gary — 28    Vande venter    Place — 
St.  Louis — Missouri — My  dear  Sir 

9.  810  South  Hill  Street — Los  Angeles — California — August  17 — 

1920 — Miss    Florence    Brady — Bedford — Iowa — Dear    Miss 
Brady 

10.  The    University    Club — New    Haven — Conn. — October    23 — 

1918— Charles  Knight  and  Sons— Fifth  Avenue  and  45th 

Street — New  York — Gentlemen 

$ 

11.  Areher — Wyoming — December    6 — 1922 — Smith    and    Brewer 

Co. — 265  Broadway — New  York — Gentlemen 

12.  717    Market    Street — San    Francisco — California — May    28— 

1919 — Schafer  Band   Instrument   Company — 1024   Schafer 
Block — Elkhart — Indiana — Gentlemen 


LESSON  33 

Written  Composition  7 

1. 

2. 
3. 
4. 
5. 

A  ghost — almost! 
A  surprising  discovery 
How  I  was  caught 
A  frightful  dream 
A  clever  dog 

8.  How  the   baby  got  me  into 

trouble 

9.  A  joke  that  succeeded 

10.   A  joke  that  failed  to  work  as 
it  was  planned 

6.  How  I  learned  to  skate  11.   When  I  forgot  my  purse 

7.  My  big  brother's  adventure  12.   That  miserable  goat 

Choosing  one  of  these  subjects,  write  a  story  of  three  para- 
graphs. Remember  what  the  first  paragraph  must  do.  If  you 
are  hazy  about  it,  turn  back  to  page  40  and  refresh  your  memory 
before  you  start  out.    Make  a  neat,  crisp  ending. 


TO  ENGLISH  79 

The  Right  Forms  8 
eat — ate — have  or  has  eaten 

1.  We  ate  our  lunch. 

2.  Who  ate  the  cake? 

3.  I  ate  some  of  it. 

4.  The  horse  has  eaten  his  hay. 

5.  Has  he  eaten  any  oats? 

6.  Billy  ate  too  much  pie. 

7.  He  shouldn't  have  eaten  so  much. 

8.  He  has  eaten  his  supper. 

9.  The  bear  had  eaten  the  honey. 

10.  The  rat  ate  a  hole  in  the  coat. 

11.  Has  she  eaten  the  oranges? 

12.  She  has  eaten  one  of  them. 

13.  Who  ate  the  other? 

14.  Somebody  has  eaten  it. 

15.  You  ate  it  yourself. 

16.  Do  not  eat  so  fast. 

17.  The  canary  has  not  eaten  its  food. 

18.  John  had  eaten  earlier. 

19.  The  rabbits  have  eaten  the  lettuce. 

20.  We  ate  in  the  park. 


SUMMARY  OF  MINIMUM  ABILITY  FOR  MID-YEAR 
PROMOTION 

1.  Spelling.  The  pupil  should  be  able  to  spell  too,  all  right, 
separate,  grammar,  meant  (Spelling  1,  page  22);  any,  many, 
anything,  know,  knew,  known,  throw,  threw,  thrown,  perhaps, 
perform,  across,  among,  before  (Spelling  2,  page  31);  have,  told, 
speak,  rode,  drove,  shone,  led,  rough,  enough  (Spelling  3,  page  41) ; 
whose,  sure,  toward,  once,  woman,  until,  crowd,  every,  does,  some, 
sense,  level,  stretch,  their  (Spelling  4,  page  47) ;  rolls,  turns,  shows, 
asks,  its,  hers,  ours,  yours,  theirs,  at  last,  at  all,  in  fact,  in  spite 
(Spelling  7,  page  65) ;  lose,  move,  prove,  laid,  paid,  said,  already, 
almost,  altogether,  always  (Spelling  9,  page  73) . 

The  pupil  should  have  gained  some  skill  in  helping  himself 
out  of  his  own  spelling  difficulties  by  "putting  similar  forms 
together." 

2.  Sentence  Work.  The  pupil  should  readily  and  habitually 
recognize  that  a  word  like  it,  he,  they,  then,  there  is  the  sign  of  an 
independent  statement  (Sentence  Work  1,  page  25).  He  should 
be  able  to  recognize  promptly  verbs  of  one  and  two  and  three 
words  made  with  have,  could,  might,  etc.  (Sentence  Work  2, 
page  27;  Sentence  Work  5,  page  41 ;  Sentence  Work  11,  page  57). 
He  should  be  able  to  select  ordinary  nouns  (Sentence  Work  4, 
page  35)  and  pronouns  (Sentence  Work  6,  page  42)  and  to 
find  the  subjects  of  verbs  (Sentence  Work  7,  page  45).  He 
should  be  able  to  recognize  prepositions  and  their  objects 
(Sentence  Work  13,  page  63)  and  to  vary  sentences  by  begin- 
ning them  occasionally  with  phrases  (Sentence  Work  14,  page 
66;  Sentence  Work  15,  page  71).  He  should  be  able  to  apply 
his  knowledge  of  grammar  to  the  separation  of  solid  passages 
into  proper  sentences  (Sentence  Work  1,  page  25;  Sentence 
Work  3,  page  32;  Sentence  Work  8,  page  48;  Sentence  Work  9, 

80 


TO  ENGLISH  81 

page  53;  Sentence  Work  15,  page  71).  He  should  be  able  to 
apply  the  drill  in  sentence-separation  to  the  recognition  and 
correction  of  "sentence-errors"  in  his  own  writing. 

3.  Use  of  the  Dictionary.  The  pupil  should  be  able  to  make 
practical  use  of  the  dictionary  to  discover  how  to  spell  or  pro- 
nounce words,  or  to  learn  their  meaning.  His  knowledge  of  the 
alphabetical  order  should  enable  him  to  find  the  word  he  desires 
without  loss  of  time,  and  he  should  be  perfectly  sure  of  the  most 
common  diacritical  marks. 

4.  Written  Composition.  At  this  stage  the  pupil  should  be 
able  to  write  a  neat  theme  of  from  one  to  three  short  paragraphs 
which  is  correct  in  mechanical  form.  He  should  be  able  to 
handle  the  simple  sentence,  with  not  more  than  one  false  sen- 
tence to  a  page.  He  should  use  very  few  compound  sentences, 
especially  those  which  employ  the  conjunction  and. 

The  pupil  should  be  able  to  write  the  letter  forms  with- 
out error  in  position  or  punctuation. 

5.  Oral  Composition.  The  pupil  should  be  able  to  prepare 
and  give  an  oral  composition  consisting  of  from  eight  to  twelve 
short,  simple  sentences,  with  very  little  use  of  connectives. 
The  test  of  enunciation  will  be  whether  all  in  the  class  can  hear 
and  understand. 

6.  Verb  Drills.  Drill  upon  the  "right  forms' '  should  bave 
established  the  beginnings  of  habits  of  correctness  in  the  use  of 
the  important  verbs  see,  go,  do,  lie,  sit,  know,  write,  and  eat. 


82  THE  JUNIOR  HIGHWAY 

LESSON  34 

Sentence  Work  18 
Some  verbs  of  two  words  are  made  with  do. 

1.  Do  you  go  often? 

2.  I  didn't  know  what  to  do. 

3.  Does  your  ear  ache? 

The  verbs  are  do  go,  did  know,  does  ache. 

Another  kind  of  two- word  verb  is  shown  in  these  sentences: 

1.  The  horse  was  tied  to  a  post. 

2.  Soldiers  are  shot  if  they  disobey. 

3.  I  am  now  caught  in  my  own  trap. 

4.  Were  you  seen  by  anybody? 

5.  The  ink-spot  is  covered  by  a  rug. 

Find  every  verb  in  the  following  sentences.  Do  not  put  any 
prepositions  with  the  verbs,  nor  any  words  like  able  or  good  or 
sure.    Find  the  subject  of  each  verb  by  asking,  "Who  or  what?" 

Some  of  the  verbs  have  three  words;  some  have  two;  some 
have  only  one. 

1.  I  certainly  do  dread  to  have  dirty  hands. 

2.  Out  of  the  hat  came  a  squirming  rabbit. 

3.  Have  you  seen  my  rubbers  anywhere? 

4.  We  are  able  to  do  better  now. 

5.  The  explosion  was  heard  five  miles  away. 

6.  Was  the  explosion  heard  as  far  away  as  that? 

7.  After  the  lightning  came  the  thunder. 

8.  The  roar  of  thunder  was  heard  frequently. 

9.  Have  you  been  able  to  keep  up  a  good  mark? 

10.  At  the  close  of  the  performance  there  was  a  dance. 

11.  I  have  been  standing  here  long  enough. 

12.  Have  you  been  waiting  for  me? 

13.  We  shall  not  be  able  to  meet  you. 

14.  I  am  held  here  by  a  telegram. 

15.  A  big  pile  of  letters  was  on  his  desk. 

16.  Are  you  preparing  for  tomorrow's  lesson? 

17.  The  newsboy  didn't  pay  any  attention  to  the  lady. 

18.  Did  you  look  at  the  silver  watches? 

19.  There  has  been  some  snow  in  the  mountains. 


TO  ENGLISH  83 

20.  Jonathan  was  coming  from  the  barn. 

21.  Up  from  the  cellar  were  coming  the  sounds  of  a  quarrel. 

22.  For  a  month  Roland  had  been  slowly  recovering  from  scarlet 

fever. 

23.  I  am  sure  of  the  number. 

24.  Out  of  this  old  paper  is  made  a  substance  as  hard  as  steel. 

25.  Is  he  planning  to  return? 

26.  Every  day  of  the  vacation  Marion  has  been  coming  regularly 

to  see  me. 

27.  On  the  inside  of  the  cover  was  a  picture  of  his  wife. 

28.  Dwight  and  Hardy  were  all  covered  with  mud. 

29.  Perhaps  I  am  only  dreaming. 

30.  Ducks  are  not  often  seen  in  winter. 

31.  Up  the  street  rode  General  Wheeler. 

32.  Has  he  been  deceived? 

33.  Under  my  finger-nail  there  has  been  a  clot  of  blood  for  a  week 

34.  Did  Perry  ever  find  his  watch? 

35.  Far  off  in  the  west  was  one  little  white  cloud. 

36.  What  had  the  lady  said? 

37.  Do  you  ever  want  to  go  to  Florida? 

38.  A  man  does  not  like  to  be  hit  with  a  snowball. 

39.  You  may  look  at  my  collection  of  stamps. 

40.  Ned  will  be  up  soon. 


LESSON  35 
Spelling  10 


Review  the  words  of  Spelling  4,  page  47.  See  if  you  can 
think  of  some  trick  for  remembering  each  word.  For  ex- 
ample, if  any  classmate  of  yours  has  had  a  wrong  habit  with 
whose,  don't  you  think  he  could  help  himself  if  he  learned  to  say, 
"Whose  move  is  it?"  Or  he  might  say,  "Whose  is  like  lose." 
Anyone  who  can  think  of  the  two  su  words,  sure  and  sugar,  in  a 
sentence  ought  not  to  fail  with  either  word  in  the  future. 

Suppose  you  want  medicine  for  a  friend  whose  mind  is  ill  with 
the  misspelling  of  toward.  You  must  hunt  for  a  word  that  looks 
almost  the  same.  You  begin  with  b  and  get  boward,  but  there 
is  no  such  word.  Then  you  try  c — and  there  is  coward,  the  very 
thing  you  are  looking  for.    You  can  make  a  sentence :    * 'He  ran 


84  THE  JUNIOR  HIGHWAY 

toward  the  coward."    It  will  be  better  still  if  we  say,  "Howart 
ran  toward  the  coward." 

Try  to  make  some  medicine  for  each  word  of  Spelling  4,  pag< 
47.  Find  a  similar  word  to  put  it  with  or  make  a  sentence  o 
advice,  like  "Put  two  s's  in  sense." 

Sentence  Work  19 

Separate  into  sentences  this  story  of  the  pup  and  the  game 
cock.    A  number  of  the  sentences  begin  with  prepositions. 

The  pup's  master  kept  a  flock  of  game-hens  in  a  fence  of  pickets  anc 
barbed  wire  among  them  was  a  fighting-cock  he  had  a  strong  bill  and 
spurs  as  sharp  as  needles  often  the  pup  had  barked  at  them  it  was 
great  sport  to  see  them  cackle  and  run  away  in  fear  the  pup  longed  tc 
get  inside  to  chase  them  to  his  delight  one  day  he  found  a  hole  undei 
the  fence  through  this  he  wriggled  at  last  he  was  going  to  have  perfecl 
joy  he  grabbed  at  the  nearest  hen  she  dodged  him  the  next  moment  tht 
game-cock  came  at  the  pup  with  one  fierce  stroke  of  his  spurs  he  sel 
the  pup's  nose  to  bleeding  the  second  stroke  sent  the  pup  sprawling  ir 
the  dust  again  and  again  the  pup  was  struck  by  the  cruel  bill  and  spurs 
in  fear  and  distress  he  ran  for  the  hole  under  a  cool  rose-bush  he  licked 
his  wounds  he  was  a  sadder  and  a  wiser  dog. 

The  Right  Forms  9 

take — took — have  or  has  taken 

1.  Take  this  pitcher  to  the  well. 

2.  I  took  both  boxes. 

3.  He  has  taken  cold. 

4.  You  should  have  taken  his  part. 

5.  Have  you  taken  the  money  home? 

6.  Why  have  you  taken  my  sweater? 

7.  An  accident  had  taken  place. 

8.  She  ought  to  have  taken  more  pains. 

9.  The  ax  had  been  taken  from  its  place. 

10.  They  have  taken  the  easiest  jobs. 

11.  This  post  must  be  taken  out. 

12.  They  have  taken  their  share  now. 

13.  He  had  taken  his  sled  to  the  hill. 

14.  She  ought  to  have  taken  it. 


TO  ENGLISH  85 

LESSON  36 

Letters  7 

A  friend  who  missed  the  last  two  recitations  because  ot 
illness  asks  you  what  the  class  has  done  during  his  absence. 
Write  him  a  letter  of  reply.  If  necessary,  turn  back  to  page  68 
for  your  model. 


LESSON  37 

Letters  8 


The  main  part  of  a  letter  is  called  the  Body.  If  the  body  of 
the  letter  contains  more  than  one  paragraph,  each  paragraph 
should  state  one  distinct  part  of  the  message.  You  know  already 
that  paragraphs  in  letters  are  indented,  just  as  in  other  com- 
positions. 

After  the  body  of  a  letter  comes  what  is  called  the  Compli- 
mentary Close.  This  is  just  a  pleasant  and  courteous  form  for 
ending  the  letter. 

The  Signature  is  the  name  of  the  writer.  It  is  always  written 
with  the  pen,  even  if  the  rest  of  the  letter  is  typewritten. 

Notice  these  specimens  of  the  complimentary  close  and  sig- 
nature : 

Yours  truly,  Sincerely  yours, 

George  H.  Sloan  Luella  Smith 

Exercise.  Write  a  letter  to  the  postmaster  of  your  city,  in- 
forming him  that  you  have  changed  your  address.  You  should 
tell  him  what  your  address  has  been,  as  well  as  what  the  new 
one  is  to  be.  Be  sure  to  write  plainly,  and  to  observe  all  the 
points  you  have  studied. 


86  THE  JUNIOR  HIGHWAY 

LESSON  37  A 

Letters  9 

Review  Exercise.  Write  out  the  following  in  proper  form  and 
position,  leaving  a  space  of  about  an  inch  to  represent  the  body 
of  the  letter  in  each  case. 

1.  6330  Wentworth  Avenue — Chicago — Illinois — January  12 — 1919 

— Sutter  and  Lund  Co. — Madison  Avenue  and  45th  Street — 
New  York — Yours  truly — Joseph  Carter 

2.  Vinton— Kansas— May  1—1913— Mrs.  David  S.  Grant— Port 

Washington — Wis. — Dear  Mrs.  Grant — Very  truly  yours — 
Alfred  H.  Wilson 

3.  West  Liberty— Iowa— October  30— 1921— Robert  Mitchell  Gra- 

ham— Natick — Mass. — My  dear  Mr.  Graham — Sincerely  yours 
— Ella  Morgan 

4.  The  Richards  Hotel— Bay  View— Mich.— July  2— 19 15— Lockett 

Hardware  Company — Lancaster — Pennsylvania — Gentlemen 
— Yours  truly — H.  B.  Smith 

5.  Coleridge — Nebraska — April    17 — 1918 — Union    Furnace  Com- 

pany— 816—822  South  Michigan  Avenue — Chicago — Illinois 
— Gentlemen — Very  truly  yours — Lloyd  E.  Whittaker 

6.  522  South  Franklin  Street— Kewanee— Illinois— March  9—1920 

— Mrs.  Julia  Angell — 226  Brook  Street — Louisville — Ken- 
tucky— Dear  Madam — Yours  respectfully — H.  C.  Dunham 
and  Co. — Charles  D.  Barber — Secretary 


LESSON  38 

Sentence  Work  20 
A  sentence  may  contain  two  verbs. 
Suddenly  he  stops  and  holds  the  stick  in  the  shavings. 

The  subject  he  belongs  with  both  verbs.     There  is  only  one 
sentence. 

A  sentence  may  have  three  or  four  verbs. 

He  paused,  looked  carefully  around,  listened  for  several  seconds,  and 
then  advanced. 


TO  ENGLISH  87 

The  subject  he  belongs  with  each  one  of  the  four  verbs.  There 
is  only  one  sentence. 

Separate  the  next  paragraph  into  sentences.  Some  of  the 
sentences  contain  two  verbs;  some  have  only  one. 

The  first  man  climbed  about  forty  feet  and  found  a  ledge  to  rest  on 
then  he  fastened  the  rope  and  made  a  firm  line  for  the  second  man  to 
climb  with  the  second  man  mounted  to  the  ledge  and  there  waited  for 
the  first  man  to  climb  again  this  time  the  first  man  reached  a  ledge  only 
twenty  feet  higher  up  again  the  second  mounted  after  him  and  waited 
for  the  first  man  to  climb  to  a  third  ledge  so  they  kept  on  up  the  face 
of  that  thousand-foot  cliff  within  an  hour  they  had  reached  the  top 
and  were  waving  their  hats  at  us. 

Spelling  11 

Most  young  Americans  nowadays  dread  to  use  the  verb  lie. 
They  ought  to  use  it  in  sentences  like  these : 

1 .  The  book  lies  on  the  desk. 

2.  An  alligator  often  lies  on  a  sunny  bank. 

If  we  can  persuade  a  person  to  use  lies,  he  is  almost  sure  to  spell 
it  correctly.  Also  he  can  probably  spell  ties,  as  in  'Hies  his  shoe- 
laces," 'Hies  the  score." 

If  we  point  to  the  ies  of  those  little  verbs  and  get  his  eyes  wide 
open,  so  that  he  can  see  ies,  we  can  then  flash 

cries 

upon  the  screen.  We  can  show  him  that  cries  is  just  like  lies 
and  ties. 

Then,  making  sure  that  his  eyes  are  still  wide  open,  we  show 
him 

tries 
If  he  wants  to  learn  and  has  strong  will-power,  he  will  then  make 
his  mind  see  ies  while  his  lips  say 

lies  ties  cries  tries 

How  many  times,  in  your  various  textbooks  and  on  the 
board,  have  you  seen  modifies?    It  ends  in  ies,  just  like  cries  and 


88  THE  JUNIOR  HIGHWAY 

tries.  Do  you  suppose  that  anyone  in  your  class  has  been 
dreaming  a  wrong  form  of  modifies?  It  hardly  seems  possible. 
Yet.  unless  your  class  is  different  from  almost  every  other  class 
in  the  United  States,  there  are  two  or  three  such  pupils  who 
recite  with  you  every  day.  Isn't  it  mysterious?  Spelling  is 
peculiar. 

The  Right  Forms  10 

draw — drew — have  or  had  drawn 

1.  I  drew  a  picture. 

2.  Sleds  are  drawn  by  dogs. 

3.  We  drew  lots  for  the  prize. 

4.  He  had  drawn  the  bucket  up. 

5.  She  drew  down  the  shade. 

6.  He  had  drawn  his  gloves  on. 

7.  Two  horses  drew  the  carriage. 

8.  This  picture  is  well  drawn. 

9.  She  drew  water  for  the  camels. 

10.  He  drew  a  plain  sketch  of  the  road. 

11.  Could  you  have  drawn  a  better  one? 

12.  Neither  you  nor  I  could  have  drawn  so  well. 

13.  The  sleigh  was  drawn  up  to  the  door. 

14.  Who  drew  this  picture? 

15.  It  was  drawn  by  the  art  teacher. 

16.  She  has  drawn  a  better  map  than  you  have. 


LESSON  39 

Oral  Composition  10 

When  we  first  meet  a  person,  we  form  an  opinion  of  him  by 
the  way  he  talks.  The  power  to  talk  correctly  and  pleasantly 
helps  one  to  make  friends  and  to  win  the  confidence  of  other 
people.  Friends  are  good  to  have,  and  the  confidence  of  the 
people  with  whom  we  come  in  contact  is  worth  working  for. 


TO  ENGLISH  89 

We  can  learn  much  about  speaking  by  paying  attention  to  the 
talk  of  others  and  by  consciously  trying  to  talk  better  ourselves. 
Like  every  other  ability  that  is  worth  having,  the  ability  to 
speak  well  requires  practice. 

Exercise.  Notice  carefully  a  conversation  that  takes  place 
in  your  home  at  mealtime,  so  that  you  can  give  it  in  class. 
When  giving  your  report,  speak  slowly  and  plainly,  with  rest 
periods  at  the  ends  of  statements.  Spare  and  as  much  work 
as  you  can. 


LESSON  40 

Sentence  Work  21 

Read  the  lines  below.  They  are  not  sentences  at  all,  for  they 
do  not  make  statements. 

1.  when  we  were  ready  5.  than  she  can  buy 

2.  if  you  care  to  go  6.  what  he  said 

3.  as  if  he  had  been  hurt  7.  why    he    forgot    to    get    a 

4.  that  he  is  sick  ticket 

If  a  person  says,  "When  we  were  ready,"  you  think,  "Well, 
what  then?"  You  want  to  know  what  happened.  You  wait 
for  him  to  say  something  more,  to  make  a  real  statement. 

When  a  person  says,  "If  you  care  to  go,"  we  wait  for  the  rest. 
He  has  not  yet  said  anything.  When  we  hear  "as  if  he  had  been 
hurt,"  we  know  that  this  is  only  the  end  of  a  sentence. 

A  complete  sentence  would  be  "He  acted  as  if  he  had  been 
hurt."  "She  said  that  he  was  sick."  But  "as  if  he  had  been  hurt" 
by  itself  is  not  a  sentence.    It  is  only  part  of  a  sentence. 

So  we  might  say,  "I  asked  him  why  he  forgot  to  get  a  ticket." 
Or  we  might  ask,  "Why  did  he  forget  to  get  a  ticket?"  These 
are  sentences.    But  "why  he  forgot"  is  only  a  part  of  a  sentence. 

These  parts  of  sentences  are  called  "clauses."  We  shall  not 
study  clauses  till  later  in  the  book;  but  we  want  to  learn  how  to 


90  THE  JUNIOR  HIGHWAY 

know  a  few  of  the  common  ones,  because  even  pupils  much 
younger  than  you  use  them  frequently  in  talking. 

In  each  of  the  following  sentences  there  is  one  of  these  clauses. 
Find  each  one. 

1.  You  may  go  when  you  have  finished.  2.  The  teacher  asked  why 
we  put  up  our  hands.  3.  The  foreman  will  tell  you  how  he  used  to 
work.  4.  He  has  more  money  than  he  can  spend.  5.  She  could 
have  gone  with  us  if  she  had  wanted  to.  6.  He  was  angry  because  we 
didn't  treat  him.  7.  Mr.  Rickard  stood  where  he  could  not  be  seen. 
8.  I  told  him  that  he  would  be  sorry.  9.  Neither  boy  could  tell  what 
the  answer  was.  10.  Tompkins  had  better  pay  his  debts  before  he 
buys  silk  shirts.  11.  If  you  want  to,  you  may  go  with  us.  12.  Your 
tardiness  will  not  be  excused  unless  your  mother  writes  a  note.  13.  I 
am  ready  whenever  you  are.  14.  You  must  keep  on  working  till  you 
get  the  right  answer.  15.  Miss  Fay  thought  that  her  new  dress  was 
very  pretty.  16.  We  had  better  buy  while  the  price  is  low.  17.  The 
doctor  didn't  know  what  disease  Jim  had.  18.  The  water  bubbled 
after  he  sank.  19.  Gridley,  you  may  fire  when  you  are  ready.  20.  The 
cat  acted  as  if  she  had  been  stealing  cream.  21.  He  was  elected 
because  the  people  thought  he  was  honest.  22.  Amy  did  not  finish 
the  book  until  the  clock  struck  two.  23.  He  folded  up  his  napkin 
after  he  had  finished.  24.  My  father's  steps  were  longer  than  I 
could  take.  25.  Fred  could  not  imagine  why  they  laughed  so. 
26.  Owen  plunged  into  the  woods  where  the  stream  made  a  little 
opening.  27.  The  judge  was  coughing  while  the  prisoner  spoke. 
28.  Jarvis  rubbed  his  hand  as  if  it  were  sore.  29.  He  yelled  before 
he  was  hurt.     30.   You  will  surely  fail  unless  you  study  harder. 


LESSON  41 

Written  Composition  8 

Here  is  an  incident,  as  retold  by  a  pupil,  from  one  of  the  best 
stories  ever  written  in  America,  Rip  Van  Winkle.  When  you 
read  it  aloud  and  notice  the  sound  of  it,  you  will  think  it  a  shame 
that  anyone  should  take  an  incident  from  such  a  fine  story  and 
spoil  it  by  telling  it  in  this  way. 

Just  then  Rip  saw  a  young  woman  coming  through  the  crowd  with  a 
child  in  her  arms.    When  it  saw  Rip,  the  child  began  to  cry.    The 


TO  ENGLISH  91 

woman  said  for  it  not  to  cry.  She  said  the  old  man  wouldn't  hurt  it. 
When  she  said  this,  she  called  it  Rip.  Then  Rip  asked  the  woman  what 
her  name  was.  She  said  it  was  Judith  Gardinier.  He  asked  her  what 
her  father's  name  was,  and  she  said  it  was  Rip  Van  Winkle.  She  also 
said  that  he  had  gone  away  twenty  years  before,  and  had  never  been 
heard  of  since.  He  asked  her  where  her  mother  was.  She  said  her  mother 
was  dead,  too.  She  said  she  got  mad  at  a  peddler,  and  broke  a  blood- 
vessel, and  died.  He  caught  her  in  his  arms  and  said  he  was  her  father. 
He  said  he  was  Rip  Van  Winkle. 

This  conversation  has  no  life  in  it.  You  can't  form  a  picture 
of  the  persons,  or  imagine  that  you  hear  their  voices.  One 
reason  why  the  scene  seems  so  dead  is  that  the  speaker  used 
indirect  quotations  instead  of  giving  us  the  exact  words  the 
people  used.  Now  read  the  incident  in  the  author's  own  words, 
and  see  how  much  more  real  and  interesting  it  becomes. 

At  this  critical  moment  a  fresh,  comely  woman  pressed  through  the 
throng  to  get  a  peep  at  the  gray-bearded  man.  She  had  a  chubby  child 
in  her  arms,  which,  frightened  at  his  looks,  began  to  cry. 

"Hush,  Rip,"  cried  she,  "hush,  you  little  fool;  the  old  man  won't 
hurt  you."  The  name  of  the  child,  the  air  of  the  mother,  the  tone  of 
her  voice,  all  awakened  a  train  of  recollections  in  his  mind.  "What 
is  your  name,  my  good  woman?"  asked  he. 

"Judith  Gardinier." 

"And  your  father's  name?" 

"Ah,  poor  man,  Rip  Van  Winkle  was  his  name,  but  it's  twenty  years 
since  he  went  away  from  home  with  his  gun,  and  never  has  been  heard 
of  since.  His  dog  came  home  without  him;  but  whether  he  shot  him- 
self, or  was  carried  away  by  the  Indians,  nobody  can  tell." 

Rip  had  but  one  question  more  to  ask;  but  he  put  this  with  a  falter- 
ing voice:     "Where's  your  mother?" 

"Oh,  she  too  died  but  a  short  time  since;  she  broke  a  blood-vessel  in 
a  fit  of  passion  at  a  New  England  peddler." 

The  honest  man  could  contain  himself  no  longer.  He  caught  his 
daughter  and  her  child  in  his  arms.  "I  am  your  father!"  cried  he — 
"Young  Rip  Van  Winkle  once — old  Rip  Van  Winkle  now !  —  Does 
nobody  know  poor  Rip  Van  Winkle?" 

Here  the  living  persons  seem  to  stand  before  us.  Words  like 
comely,  chubby,  and  gray-haired  tell  what  they  looked  like.  Such 
an  expression  as  pressed  through  ihe  throng  suggests  real  action. 


92 


THE  JUNIOR  HIGHWAY 


Notice  how  the  writer  has  avoided  said  and  asked.  Expres- 
sions like  cried  and  put  this  with  a  faltering  voice  tell  us  how  the 
speakers  felt  and  what  their  words  must  have  sounded  like. 
Some  of  the  speeches  in  the  dialog  have  no  said  words  at  all. 

Notice  how  dead  and  solid  the  following  conversation  is: 

After  Gluck  had  looked  at  the  river  a  while,  he  said  that  it  would 
certainly  be  fine  if  it  were  really  all  gold.  Then  a  clear,  metallic  voice 
said  that  it  wouldn't,  either.  Gluck  jumped  up  and  asked  who  was 
speaking.    There  was  nobody  to  be  seen. 

If  we  change  the  indirect  quotations  to  direct  quotations,  we 
can  make  the  passage  twice  as  interesting. 

"Ah!"  observed  Gluck,  after  he  had  looked  at  it  for  a  while,  "if  that 
river  were  really  all  gold,  what  a  nice  thing  it  would  be!" 

"No,  it  wouldn't,  Gluck,"  piped  a  clear,  metallic  voice  close  to  his  ear. 

"Bless  me!  what's  that?"  exclaimed  Gluck,  jumping  up.  There 
was  nobody  to  be  seen. 

A  conversation  is  always  more  real  if  we  use  the  exact  words 
of  the  speakers,  and  if  we  frequently  employ,  in  place  of  said  and 
asked,  words  that  tell  us  more  about  the  tone  and  manner  of  the 
speaker.  It  is  not  very  hard  to  do  these  things,  even  in  oral 
work,  if  we  keep  thinking  that  we  do  not  need  to  hurry.  When 
we  pause  for  a  rest  period  at  the  end  of  a  sentence,  we  can  think 
how  to  begin  the  next  one. 

Here  are  a  few  words  which  we  can  use  with  our  direct  quota- 
tions to  take  the  place  of  the  tiresome  and  overworked  words 
said  and  asked. 


inquired  spoke  continued 

questioned  exclaimed  observed 

replied  answered  remarked 

returned  murmured  insisted 


cried  shouted  yelled 

called  jeered  groaned 

stated  whined  pleaded 

sighed  declared  roared 


Exercise.  Prepare  as  a  written  composition  the  story  of 
what  happened  and  what  was  said  when  somebody  took  you 
to  a  store  to  buy  a  new  suit  or  dress  or  a  pair  of  shoes.  Use 
direct  quotations,  putting  in  all  the  punctuation  marks  that  are 
needed.    Make  the  talk  sound  real  when  the  theme  is  read  aloud. 


TO  ENGLISH  93 

LESSON  41  A 

Written  Composition  9 

Let  each  pupil  select  a  magazine  story  which  he  wishes  to 
read.  When  you  have  finished  reading  your  story,  go  through 
it  and  pick  out  all  the  words  used  in  place  of  said  or  asked. 
Write  these  expressions  in  a  column,  putting  before  each  a 
number  showing  how  many  times  you  find  it  in  the  story. 
Compare  the  lists  in  class,  and  see  who  has  the  most  different 
terms. 


LESSON  41  B 

Written  Composition  10 

Write  down  as  many  synonyms  as  you  can  think  of  for  each 
of  the  words  in  this  list.  Sometimes  you  may  use  several  words 
in  place  of  one. 


shine 

difficult 

help  (verb) 

big 

brave 

pain 

quit 

climb 

pleasant 

hasten 

work  (verb) 

hill 

timid 

foolish 

win 

rubbish 

get 

kill 

small 

dismiss 

In  class  the  lists  may  be 

put  on  the  board  and  discussed. 

Each  pupil  should  be  ready  to  defend  the  words  he  has  chosen. 

LESSON  42 

Oral  Composition  11 

Not  long  ago  a  seventh-year  class  was  given  the  following 
assignment.  Each  pupil  was  asked  to  question  some  person 
just  as  a  newspaper  reporter  does  when  he  wants  to  get  an  inter- 
view for  his  paper.  The  subject  for  this  interview  was :  "Which 
do  you  think  gives  us  the  more  useful  training,  mathematics  or 
history?"     Of  course,  the  wisest  man  could  scarcely  hope  to 


94  THE  JUNIOR  HIGHWAY 

settle  such  a  question.  But  the  pupils  were  not  trying  to  settle 
it.  They  were  simply  getting  the  opinions  of  the  persons  with 
whom  they  talked,  so  that  they  could  give  reports  of  the  inter- 
views in  class.  This  is  the  way  a  boy  named  Willis  gave  his  oral 
report.  The  notes  of  the  shorthand  writer  give  the  exact  words 
the  boy  used. 

I  had  an  interview  with  one  of  my  neighbors  while  walking  down  to 
school  today.  I  told  him  I  wanted  to  have  an  interview  with  him  for 
English.    He  said,  "All  right.    Fire  away." 

So  I  started  in  and  asked  him,  "Which  do  you  think  is  more  impor- 
tant, mathematics  or  history?" 

He  said  he  thought  he  would  rather  take  history,  but  that  he  thought 
mathematics  was  more  important.  I  asked  him  what  he  would  do 
without  mathematics.  He  would  have  to  use  that  almost  every  day, 
but  he  said  he  had  to  learn  a  lot  of  stuff  that  was  of  no  use,  and — er — he 
thought  it  wasn't  any  use  to  him.  He  said  he  thought  history  was 
more  important. 

Can  you  give  a  better  report  of  an  interview  than  this? 
It  is  to  be  hoped  that  you  can,  for  this  one  is  pretty  bad.  The 
speaker  did  not  make  his  point  plain.  He  stammered  and  con- 
tradicted himself.  He  started  out  with  direct  quotations,  but 
soon  he  got  lost  in  a  tangle  of  indirect  ones,  and  repeated  said 
until  we  were  tired  of  hearing  it.    His  report  has  no  life  in  it. 

A  girl  named  Violet  gave  a  report  on  the  same  subject. 
What  makes  hers  more  lively  than  the  first  one?    Can  you  tell? 

This  morning  I  walked  up  to  Mother  and  said  to  her,  "Now,  Mother, 
I'm  going  to  have  an  interview  with  you." 

Mother  laughed  and  replied,  "I  think  I  know  what  it's  for.  It  is 
for  your  English  class,  isn't  it?"    I  told  her  that  she  was  right. 

I  then  asked,  "Mother,  what  good  does  mathematics  do  us,  any- 
way?" 

Mother  answered,  "We  need  mathematics  all  the  time.  Every 
person  who  has  a  job  must  know  something  of  mathematics.  It  is 
used  by  practically  everyone  in  daily  life." 

Then  I  inquired,  "Well,  what  good  does  history  do  us?" 

Mother  thought  a  little,  and  then  she  answered,  "Why,  history 
isn't  exactly  as  necessary  as  mathematics,  but  it  is  very  interesting  and 
useful.    We  should  all  like  to  know  history.    It  develops  the  mind  to 


TO  ENGLISH  95 

study  it,  and  to  learn  the  important  things  that  have  happened  in  the 
world." 

"Which  of  the  two  do  you  think  is  more  important?"  I  questioned. 

Mother  answered  at  once,  "Mathematics,  of  course.  History  is  more 
like  a  book  which  we  read  for  interest  and  pleasure.  Mathematics  we 
need  for  all  kinds  of  practical  work." 

You  see  this  interview  sounds  like  the  talk  of  real,  live  people. 
Besides,  the  speaker  used  various  words  in  place  of  said  and 
asked,  and  thus  kept  her  talk  from  being  tiresome.  She  made 
good,  complete  sentences. 

Exercise.  Hold  an  interview  with  an  older  person  x>n  the 
subject:  "How  can  Junior  High  School  pupils  make  this  town 
better?"  It  will  be  a  good  plan  to  make  up  several  questions 
to  begin  and  carry  on  the  conversation,  so  as  to  draw  out  the 
information  you  want.  During  the  interview  you  should  have 
in  your  hand  a  small  notebook  and  a  pencil,  for  you  may  want 
to  jot  down  a  few  notes.  Then,  just  as  soon  as  the  conversation 
is  over,  make  the  notes  for  your  oral  report  while  you  can  still 
remember  the  words  of  the  conversation.  Make  the  report 
sound  as  real  and  lifelike  as  you  can. 


LESSON  43 

Sentence  Work  22 

One  kind  of  clause  that  we  all  use  a  great  deal  in  speaking  is 
shown  here  in  italics: 

The  knife  costs  so  much  that  I  cant  buy  it. 

Other  common  little  clauses  of  the  same  kind  are : 

1.  I  am  as  tall  as  you  are. 

2.  The  bandage  hurt  so  that  I  had  to  take  it  off. 

3.  He  is  not  so  strong  as  I  am. 

Another  kind  of  clause  is  made  with  the  words  who,  which, 
and  that.     Examples  are  given  on  the  next  page. 


96  THE  JUNIOR  HIGHWAY 

1.  The  policeman  who  stopped  me  is  named  Morris. 

2.  I  broke  the  pencil  which  I  was  trying  to  sharpen. 

3.  The  sundae  that  I  like  best  is  made  with  marshmallow. 

We  need  to  learn  the  sound  and  the  feeling  of  a  clause,  so  that 
we  can  always  know  that  it  is  not  a  sentence.  Think  of  clauses 
this  way: 

"As  you  are"  is  not  a  complete  sentence. 

"That  I  had  to  take  it  off"  is  not  a  statement  that  can  stand 
by  itself. 

"Who  stopped  me"  is  only  a  piece  of  a  sentence. 

"If  we  can  go  home"  is  only  a  part  of  a  sentence. 

"Which  was  the  only  one  left"  is  not  a  sentence. 

Find  the  clause  in  each  of  the  sentences  below.  Then  say, 
"This  is  not  a  sentence.    It  is  only  a  part  of  a  sentence." 

In  six  of  the  sentences  the  clauses  come  first — like  this: 
"While  I  was  hunting  for  Sherman,  he  was  having  a  fine  bus- 
ride  down  the  Avenue."    Notice  the  comma  after  the  clause. 

1.  I  was  so  dizzy  that  I  had  to  sit  down.  2.  He  has  a  vase  which 
cost  two  hundred  dollars.  3.  You  ought  not  to  wear  a  cap  when  you 
go  to  church.  4.  Before  I  gave  the  signal,  they  started.  5.  The 
banks  are  not  making  so  much  money  as  they  did  before  the  war. 

6.  Grandfather  wanted  to  know  what  he  should  buy  us  for  Christmas. 

7.  Ralph  lives  in  an  old  white  farmhouse  that  was  built  before  the 
Revolution.  8.  I  am  looking  in  my  geography  for  Yap,  which  must 
be  a  very  small  island  indeed.  9.  If  you  want  to,  you  may  be  excused 
now.  10.  I  want  to  know  how  I  can  divide  7  by  12.  11.  I  make  as 
many  mistakes  in  a  week  as  Flora  makes  in  a  month.  12.  The  con- 
ductor wanted  to  know  why  I  rang  the  bell.  13.  If  you  see  any  way 
to  get  out  of  this  scrape,  you  ought  to  tell  me.  14.  Mr.  Payne  acted 
as  if  he  had  never  heard  about  our  bill.  15.  While  the  third  class  was 
filing  down  stairs,  we  were  very  restless.  16.  After  working  another 
hour  I  decided  that  the  problem  was  too  hard  for  me.  17.  The  baby 
can  grip  harder  than  you  might  think.  18.  If  there  is  a  little  ice- 
cream left,  I  should  like  some.  19.  I  asked  the  clerk  which  was  the 
best  piece  of  goods  for  the  money.  20.  As  I  was  walking  calmly  to 
my  seat,  the  teacher  suddenly  called  my  name.  21.  The  eagle  killed 
the  duck  because  he  was  hungry.  22.  The  woman  at  the  desk  asked 
me  who  had  signed  the  card.  23.  The  hounds  were  barking  at  the 
place  where  the  deer  had  jumped  into  the  water. 


TO  ENGLISH  9? 

The  Right  Forms  11 

ought 

1.  I  ought  to  go. 

2.  I  ought  to  have  gone. 

3.  You  ought  to  do  better  work. 

4.  He  ought  to  get  more  sleep. 

5.  You  ought  not  to  eat  so  fast. 

6.  This  boy  ought  not  to  be  here. 

7.  She  ought  to  have  got  up  on  time. 

8.  He  oughtn't  to  give  up  till  he  tries. 

9.  He  ought  to  know,  but  he  doesn't. 

10.  Ought  you  to  use  Tom's  towel? 

11.  No,  I  oughtn't. 

12.  They  ought  to  be  in  school. 

13.  I  know  that  I  ought  to  save  money. 

14.  The  task  ought  not  to  have  taken  so  long. 

15.  Oughtn't  you  to  stay  at  home? 

16.  Yes,  I  ought. 


LESSON  44 

Letters  10 
Folding  Letters 


Use  envelopes  that  match  the  paper.  For  personal  letters 
the  sheet  should  fit  the  envelope  when  folded  once.  For  busi- 
ness letters,  proceed  as  follows :  Bring  the  bottom  of  the  sheet 
up  even  with  the  top,  and  press  the  fold  flat.  Then,  beginning 
at  the  right,  fold  the  sheet  twice,  so  that  there  are  three  equal 
folds.  See  that  the  edges  are  even.  The  letter  will  slip  easily 
into  a  business-size  envelope. 

The  Envelope 

Write  the  address  neatly  and  plainly,  with  the  name  about 
the  middle  of  the  envelope.    It  is  not  necessary  to  use  commas 


98  THE  JUNIOR  HIGHWAY 

at  the  ends  of  lines,  though  some  prefer  to  do  so.  The  address 
on  the  envelope  should  be  the  same  as  that  given  at  the  head  of 
the  letter  itself. 


After  5  days  return  to 

LOUIS  A.  HULL 

MONROE,  MICHIGAN 

stamp 

The  Chalmers  Mining  Corporation 

469  Fifth  Street 

Denver 

Colorado 

Exercise.  Cut  slips  of  paper  into  envelope  size.  Write  the 
following  addresses  on  these,  giving  your  own  return  address 
in  each  case. 

1.  Mr.  William  G.  Shipley — 914  Market  Street — San  Francisco — 

California 

2.  Standard  Products  Company — 406B — Cunard  Building — Chi- 

cago— Illinois 

3.  The  Sanitary  Tile  Company — 440  East  Fourth  Street— Day- 

ton— Ohio 
4     Mr.  J.  L.  Biesecker — Miles  Building — Montreal — Canada 

5.  The  Keystone  Building  Company — 437  National  Realty  Build- 

ing— Los  Angeles — California 

6.  Walter  Garland  and  Sons — Bellows  Falls — Vermont 

7.  Stewart  and  Foreman — 12  Nassau  Street — New  York  City 

8.  Hamilton,  Crane,  and  Vollmer — 1102  Perido  Building — New 

Orleans — Lou  isiana 

9.  The  Standard  Cloak  and  Suit  Company — 52  Western  Avenue — 

Milwaukee — Wis. 

10.  Miss  Grace  E.  Underwood — The  Tower  School — Rochester — 

New  York 

11.  Dr.  Franklin  B.  Williams — Hotel  Normandy — Paris— France 


TO  ENGLISH  99 

LESSON  45 

Sentence  Work  23 

Separate  this  account  of  "scrambling  up  the  mountain' '  into 
sentences.  One  sentence  has  twenty  words;  another  has  only- 
five.  Some  of  the  sentences  have  one  verb;  some  have  two. 
Remember  that  sentences  often  begin  with  words  like  "beyond 
the  hut,"  "for  hours,"  "at  every  step."  In  four  of  the  sentences 
there  is  a  clause. 

Beyond  the  last  little  stone  hut  I  took  what  had  been  pointed  out  to 
me  as  a  short  cut  I  picked  out  a  faint  trail  and  set  out  to  scramble  up 
the  barren  slope  to  the  jagged  peaks  above  for  hours  I  clawed  my  way 
upward  through  the  loose  rocks  my  low  shoes  were  filled  with  sand  and 
snow  I  panted  hard  as  I  struggled  up  the  steep  slope  at  every  step  I 
slipped  my  head  was  growing  dizzy  every  now  and  then  I  crossed  a 
patch  of  ice  where  I  had  to  crawl  and  clutch  with  my  fingers  I  should 
have  fallen  hundreds  of  feet  if  I  had  slipped. 

Separate  carefully  into  sentences  the  following  account  of 
"pretending  to  kill  an  Indian  boy."  One  sentence  has  only  four 
words;  another  has  twenty.  In  six  of  the  sentences  you  will 
find  a  little  clause.    In  the  others  there  is  no  clause. 

The  old  medicine  man  brought  out  a  lance  which  had  a  very  sharp 
point  the  point  was  so  arranged  that  any  little  push  would  drive  it 
back  into  the  hollow  handle  of  the  lance  he  called  all  the  Indians  into 
his  tent  he  told  them  that  he  was  going  to  kill  the  boy  and  bring  him 
back  to  life  again  the  boy  was  trained  to  carry  out  the  trick  and  fool 
the  Indians  the  medicine  man  pressed  the  sharp  point  against  the  boy's 
breast  the  Indians  thought  that  it  went  into  his  body  the  medicine 
man  slyly  squeezed  some  blood  out  of  a  bag  and  made  believe  that  it 
was  the  boy's  blood  the  boy  fell  down  and  pretended  to  die  then  another 
medicine  man  began  to  sing  a  weird  song  up  sprang  the  boy  the  Indians 
thought  that  he  had  been  brought  back  to  life  by  magic. 

Spelling  12 

Has  the  word  possessive  been  used  in  your  class?  It  means 
the  form  of  a  noun  made  with  an  apostrophe:  Mr.  Brown's 
umbrella,  Philip's  marks,  the  day's  work,  a  dollar's  worth. 
There  is  nothing  hard  about  putting  an  apostrophe  and  s  on  the 


100  THE  JUNIOR  HIGHWAY 

end  of  a  noun.  Indeed  it  is  so  easy  that  a  lesson  in  it  might 
hardly  seem  worth  while. 

And  yet  a  majority  of  pupils  seem  to  find  it  amazingly  diffi- 
cult to  use  the  apostrophe  when  they  write  compositions.  They 
say,  "Oh,  gee!  I  forgot."  No  spelling  lesson  can  make  them 
remember.  It  can  only  say  what  the  teacher  says  so  many  times : 
"Don't  forget  the  apostrophe  and  s." 

A  spelling  lesson  can  only  repeat  another  thing  that  the  teach- 
er often  says:  "Always  make  the  singular  possessive  in  the 
same  way,  the  easy  way — that  is,  by  putting  an  apostrophe  and 
s  on  the  end  of  the  noun.  Don't  change  the  noun.  Don't  do 
something  else.  Always  do  just  that  and  no  more.  Simply  add 
an  apostrophe  and  s  to  the  end  of  the  word." 

JLook  each  of  the  following  nouns  squarely  in  the  eye,  imag- 
ining while  you  look  that  you  are  in  class.  Imagine  that  the 
teacher  has  told  you  to  go  to  the  board  and  write  the  singular 
possessive.    Can  you  do  it? 

lady  Archie  Jones 

If  you  are  not  afraid  to  follow  the  rule,  you  can. 

lady's  Archie's  Jones's 

Try  to  keep  your  courage  up.  Use  your  will-power.  Follow 
the  rule:  "Don't  change  anything.  Just  add  's  to  whatever 
noun  you  have."  Even  if  you  don't  like  the  sound  of  Jones's — 
with  an  extra  s — you  can  nerve  yourself  to  write  it  that  way.  It 
is  a  good  way,  and  much  easier.  With  a  steady  hand,  with  wide- 
open  eyes,  advance  on  any  noun  you  meet  and  attach  ys  to  it. 

This  lesson  is  all  about  singular  nouns.  You  are  to  think  of 
one  lady,  one  Mr.  Jones,  one  penny.  The  plurals  are  a  very 
different  story.    They  will  come  later. 

Make  up  a  sentence  of  your  own  for  each  of  the  following 
nouns.  Have  the  noun  in  the  possessive  case — like  this,  for  the 
noun  Dickens:    "I  have  read  only  one  of  Dickens's  novels." 

Arthur,  Thomas,  Nettie,  Charles,  thrush,  canary,  goose,  fish,  baby, 
Harry 


TO  ENGLISH  I    \\\\\   V  ,  ,*Gl 


LESSON  46 

Letters  11 

\>  £Ums  G7V  &/  CArrnsvyU&jifLf  /Cr 
Adlas*J  Jf-&v  >cu  sJLzsUS  JtosCtu,  ZAalt 

JL'Jbrv.    Ufa    AsJUsrut .  stir  JCczsre,  d&mjls 
<&(nrzb  AAusyvbi/)  JiruJC  sUfZ,  obrrut  itsrurur 
AJLTnLaJb  JCff-  cLc .  ZtfansT  sUtruu> sUj-\a£sls 

Out  stAjb   JldLAstju  -tyros  AJ&yCt   j£c 
Jcoudst  JroXll  :  "ll<rus   IvuuilsYist  AjU?u£l 
As   JbrrhO-    JolX&sO.      Qt^ast   <&*&    >n&s 
dixrrdls   stsdjUxAs    <zJ&lTXjjfc'    JturuT'  Jto 

ZlnnnJL.  nXasu^s   *L    Cdsns   oic  JfcmxJl - 
IffvuAs  ^oJ^<ZisTruxIJl    Ccrvc^lsyiy^ 


102  tHE  JUNIOR  HIGHWAY 

'Exerciser  "Write  a  neat  and  careful  reply  to  Ray's  letter. 
Imagine  that  he  is  your  cousin,  and  that  you  really  want  to  help 
him  out.  Tell  about  the  entertainment  at  some  party  you  have 
attended,  making  every  explanation  clear. 

When  you  have  written  the  letter,  fold  it  to  envelope  size,  and 
write  the  address  and  the  return  address  on  the  outside,  placing 
them  as  you  would  on  an  envelope. 


LESSON  47 

Punctuation  1 
Notice  the  commas  and  the  periods  in  these  two  sentences: 

1.  Yes,  you  may  go. 

2.  No,  it  doesn't  look  rainy. 

A  comma  must  be  used  after  yes  and  no  in  answering  questions. 
Notice  the  commas  that  are  used  with  the  names  in  the  next 
three  sentences: 

1.  Walter,  where  are  you  going? 

2.  What  are  you  doing,  sir? 

3.  I  told  you,  my  dear  fellow,  never  to  do  that. 

These  three  persons  are  being  spoken  to.  A  comma  is  put  after 
Walter  and  before  sir  to  show  that  the  persons  are  being  spoken 
to.  A  comma  must  come  both  before  and  after  a  noun  that 
addresses  a  person  when  it  stands  in  the  middle  of  a  sentence. 
Rewrite  these  twenty  sentences,  putting  in  the  commas  with 
yes  and  no,  and  with  the  nouns  of  address.  Put  a  period  at  the 
end  of  every  sentence  that  makes  a  statement.  Put  a  question 
mark  at  the  end  of  every  sentence  that  asks  a  question. 

1.  Where  are  you  going  Jean 

2.  Whose  hat  is  that 

3.  Can't  James  run  faster  than  that 

4.  Don't  you  think  Sam  that  we  are  going  to  lose 

5.  How  long  will  it  be  before  the  bell  rings 

6.  Where  can  my  old  sweater  be 


TO  ENGLISH  103 

7.  Yes  we  had  better  keep  our  eyes  open 

8.  Don't  put  a  question  mark  at  the  end  of  every  sentence  you 

write 

9.  Can't  you  get  permission  to  go  Vera 

10.  No  Edward  it's  no  use 

1 1 .  Yes  Nell  may  go  if  she  wants  to 

12.  What  about  that  knife  you  said  you  would  sell  me 

13.  May  I  borrow  your  eraser 

14.  Yes  sir  you  certainly  may 

15.  My  son  why  don't  you  get  better  marks 

16.  Tell  Marie  not  to  make  so  much  noise 

17.  Do  you  think  anyone  was  speaking  to  Marie 

18.  No  there  was  no  reason  for  a  comma 

19.  Come  here  Gordon  as  fast  as  ever  you  can 

20.  Why  should  anybody  have  any  trouble  with  these 


LESSON  48 

Written  Composition  11 

In  giving  direct  quotations  most  young  people  get  into  the 
habit  of  placing  practically  all  of  the  said  or  asked  words  before 
the  quotations.  The  use  of  this  sentence-form  makes  a  conver- 
sation sound  stiff.  If  you  look  back  at  Violet's  interview  in 
Lesson  42,  which  is  so  good  in  other  ways,  you  will  notice  that 
this  is  just  what  she  did  most  of  the  time.  Now  look  at  the  pas- 
sage about  Gluck  in  Lesson  41.  Where  do  the  said  words  come 
in  the  sentences?  Isn't  this  arrangement  better?  Yes,  for  it 
gives  us  some  variety,  and  variety  always  helps  interest. 

In  Dickens's  story,  A  Christmas  Carol,  we  are  told  about  a 
talk  between  old  Scrooge,  the  miser,  and  the  ghost  of  Marley, 
his  former  partner.  The  ghost  has  just  informed  old  Scrooge 
that  it  has  been  traveling  around  all  the  time,  but  has  not  been 
able  to  reach  Scrooge  until  this  moment. 

"You  must  have  been  very  slow  about  it,  Jacob,"  Scrooge  observed 
in  a  business-like  manner. 
"Slow!"  the  ghost  repeated. 
"Seven  years  dead,"  mused  Scrooge.    *And  traveling  all  the  time!" 


104  THE  JUNIOR  HIGHWAY 

"The  whole  time,"  replied  the  ghost.  "No  rest,  no  peace.  Incessant 
torture  of  remorse." 

"You  travel  fast?"  inquired  Scrooge. 

"On  the  wings  of  the  wind,"  returned  the  ghost. 

"You  might  have  got  over  a  great  quantity  of  ground  in  seven  years," 
remarked  Scrooge. 

Here  you  see  that  words  which  really  tell  something  about 
how  the  person  spoke  are  used  in  place  of  said  and  asked.  You 
also  see  that  these  words  do  not  come  at  the  beginning  of  the 
sentence.  Some  of  them  come  after  the  quotation;  some  of 
them  come  in  the  middle  of  it.  These  changes  give  us  variety. 
That  is  what  we  must  work  for  in  our  own  writing. 

Notice  how  the  quotation  marks  are  used  in  such  a  sentence 
as  this,  which  has  the  said  word  in  the  middle  of  the  quotation. 

"You  young  lunatics,"  grunted  Sam,  "had  no  business  in  that  pas- 
ture while  the  cows  were  there." 

The  said  word  is  outside  the  quotation  marks,  for  of  course 
grunted  Sam  are  not  the  words  of  the  person  who  is  quoted. 
We  must  always  be  careful  about  this  point  when  we  write 
direct  quotations. 

Fix  your  eyes  on  the  quotation  mark  after  the  word  there. 
This  is  a  mark  to  be  very  careful  about.  Some  pupils  forget  to 
put  in  the  mark  at  the  end  of  the  quotation.  Don't  be  one  of 
them. 

Exercise.  Rewrite  these  sentences,  making  them  into  direct 
quotations.  Use  said  words  that  really  tell  something  about 
how  the  speaker  felt.  Put  some  of  the  said  words  after  the  quo- 
tations, and  put  some  of  them  in  the  middle.  Look  out  for  the 
quotation  marks,  especially  those  that  come  at  the  ends  of  the 
quotations.  You  may  add  ot  take  away  a  few  words  if  neces- 
sary. 

1.  The  chief  said  for  his  men  to  hurry  up  with  the  hose. 

2.  The  coach  angrily  jerked  Chester  to  his  feet,  and  said  that  he 

would  have  to  do  better  tackling  or  get  out. 

3.  Mrs.  Parks  asked  the  ragged  girl  what  she  was  doing  out  in  the 

snow  in  her  bare  feet. 


TO  ENGLISH  105 

4.  We  asked  Jeff  if  he  didn't  know  that  guinea-pigs  had  tails. 

5.  Old  Tom  told  the  neighbors  that  every  hen  caught  in  his  garden 

would  be  made  into  soup  in  a  hurry. 

6.  Bryant  said  that  it  was  easy  to  catch  young  alligators  if  you 

only  had  a  little  nerve. 

7.  The  Chinese  student  indignantly  said  that  people  in  his  coun- 

try don't  eat  rats. 

8.  Two  soldiers,  running  out  of  the  alley,  said  that  if  we  didn't 

stop  we  should  be  shot. 

9.  Mrs.  Spalding  said  that  if  Jake  whipped  that  dog  any  more,  she 

would  have  him  arrested  at  once. 

10.  They  asked  us  what  we  thought  about  trying  to  get  a  few  water- 

melons before  the  moon  came  up. 

11.  The  woman  asked  if  anybody  had  seen  her  baby. 

12.  The  Italian  said  that  his  brother  was  sailing  for  Europe. 

13.  The  major  told  his  men  to  charge  the  retreating  Indians  im- 

mediately. 

14.  I  asked  the  farmer  if  he  thought  us  foolish  enough  to  pay  such  a 

price  for  a  poor  meal. 

15.  One  of  the  running  policemen  said  for  Andy  to  call  a  doctor  as 

quickly  as  he  could. 

16.  The  gatekeeper  wanted  to  know  why  we  didn't  put  the  pony  in 

the  wagon  and  do  the  pulling  ourselves. 


The  Right  Forms  12 

give — gave — have  or  has  given 

1.  I  gave  you  my  notebook. 

2.  Have  I  given  you  a  pen? 

3.  You  gave  me  a  pencil. 

4.  She  gave  her  dress  away. 

5.  She  has  given  the  right  answer. 

6.  He  gave  up  his  chair. 

7.  We  gave  Mother  a  present. 

8.  I  have  given  you  my  ticket. 

9.  Have  you  given  him  any  candy? 

10.  We  gave  him  what  was  left. 

11.  Who  gave  you  this  book? 

12.  It  was  given  to  me  last  week. 

13.  We  should  be  given  more  time. 


106  THE  JUNIOR  HIGHWAY 

14.  He  had  given  up  in  despair. 

15.  We  gave  him  a  dollar. 

16.  The  ice  gave  way. 

17.  The  farmer  gave  us  our  dinner. 

18.  I  gave  you  all  I  had. 

19.  Could  I  have  given  any  more? 

20.  Has  he  given  you  a  receipt? 


LESSON  48  A 


Sentence  Work  24 
Notice  the  words  that  come  before  the  subject  in  these 
sentences : 

1.  Suddenly  the  whistle  blew. 

2.  At  last  the  noise  stopped. 

3.  By  the  end  of  the  hour  we  were  very  tired. 

4.  In  a  dirty  leather  bag  at  the  farther  end  of  the  drawer  we  found  the 

pen. 

5.  Into  the  Christmas  box  that  we  sent  him  I  put  a  note. 

Sentences  often  begin  with  words  like  at,  by,  in,  on,  over. 
Sentences  often  begin  with  clauses.    Notice  the  comma  after 
the  clause. 

1.  When  the  boy  fell  down,  the  Indians  thought  he  was  dead. 

2.  If  I  go,  I  shall  need  some  money. 

3.  While  I  was  eating  breakfast,  the  doctor  came. 

Rewrite  this  description  of  Dr.  Heidegger's  queer  study.  In 
every  sentence  there  are  some  words  or  a  clause  before  the  sub- 
ject.   Put  a  comma  after  any  clause. 

If  all  the  stories  were  true  Dr.  Heidegger's  study  must  have  been  a 
queer  place  around  the  walls  stood  several  oak  bookcases  on  these 
were  some  huge  black  volumes  and  some  little  white  ones  over  the 
center  case  was  a  bronze  statue  in  the  darkest  corner  of  the  room  stood 
a  tall  and  narrow  oak  chest  when  the  door  of  this  stood  open  you  could 
see  a  skeleton  between  two  of  the  bookcases  hung  a  looking-glass  in 
this  glass  the  doctor  could  see  the  spirits  of  his  patients  who  had  died 


TO  ENGLISH  107 

more  wonderful  than  the  mirror  was  a  great  black  book  with  heavy 
silver  clasps  one  day  when  the  maid  lifted  this  the  skeleton  rattled  in 
the  closet. 

Rewrite  this  account  of  how  Rip  Van  Winkle  carried  a  keg 
for  a  stranger.  Some  of  the  sentences  begin  with  the  subject; 
some  do  not. 

Rip  was  much  surprised  to  meet  a  stranger  in  this  lonely  place  he  was 
a  short  and  square-built  old  fellow  with  bushy  hair  and  grizzled  beard 
he  was  dressed  in  the  old  Dutch  fashion  on  his  shoulder  he  carried  a 
stout  keg  that  seemed  full  when  he  saw  Rip  he  made  a  sign  for  help 
Rip  took  the  load  and  followed  the  stranger  up  a  rocky  ravine  as  they 
climbed  Rip  every  now  and  then  heard  peals  that  sounded  like  distant 
thunder  he  supposed  that  the  sounds  came  from  some  thunder  storm 
at  the  top  of  the  ravine  they  came  to  a  hollow  that  was  surrounded 
by  steep  hills  there  a  strange  sight  met  Rip's  eyes  a  company  of  solemn 
old  Dutch  graybeards  were  playing  nine-pins. 


LESSON  49 

Spelling  13 


Do  you  suppose  that  everyone  in  your  class  could  spell  cor- 
rectly every  word  in  Spellings  1  and  2  if  you  now  reviewed  them 
a  second  time?  Probably  some  words  would  be  spelled  wrong 
again  in  the  same  old  way.  Review  carefully  Spelling  1,  page 
22,  and  Spelling  2,  page  31. 

Sentence  Work  25 
Notice  the  three- word  verbs  in  these  sentences. 

1.  Our  house  has  been  sold. 

2.  In  the  attic  some  queer  things  could  be  found. 

3.  I  shall  be  promoted  in  February. 

4.  These  pencils  must  be  sharpened. 

5.  Have  you  been  going  there  lately? 

There  may  even  be  four  words  in  a  verb. 

1.  The  wagon  could  have  been  loaded  more  carefully. 

2.  Why  should  I  have  been  suspected? 


108  THE  JUNIOR  HIGHWAY 

Find  every  verb  in  the  following  sentences,  and  find  its  sub- 
ject by  asking,  "Who  or  what?"  In  some  sentences  there  are 
two  verbs.  Be  sure  to  get  the  whole  of  a  verb  like  might  have 
been  burned.    Do  not  put  in  words  like  up,  down,  over,  under,  big. 

1.  Down  came  the  flag  at  sunset.  2.  As  soon  as  the  squall  was 
seen,  the  sails  were  furled.  3.  Have  you  been  having  any  luck  lately? 
4.  That  truck  has  gone  by  our  house  every  day  this  week.  5.  If  I 
have  to  punish  you  again,  you  will  be  sorry.  6.  All  night  I  had  been 
sitting  by  his  bedside.  7.  The  puppy  crawled  urider  the  fence. 
8.  He  must  have  climbed  up  by  a  ladder.  9.  May  we  borrow  a 
dozen  spoons?  10.  Don't  you  think  the  oranges  could  have  been 
bought  for  a  smaller  price?  11.  If  I  had  only  known  about  the  alley, 
I  could  have  escaped.  12.  In  this  vault  lived  seven  bats.  13.  Louis 
had  been  under  a  great  strain.  14.  Do  you  care  to  look  over  my 
shoulder?  15.  The  painting  is  worth  several  thousand  dollars. 
16.  The  propeller-blades  will  be  coated  with  varnish.  17.  Across  the 
road  is  a  garage.  18.  Do  you  suppose  that  he  has  been  offended? 
19.  Mount  Everest  had  never  been  climbed.  20.  In  my  purse  were 
only  two  small  coins.  21.  His  cold  might  have  been  cured  if  he  had 
taken  care  of  it  early.  22.  As  I  looked  down  the  long  shaft,  I  trembled. 
23.   High  overhead,  soaring  in  lonely  state,  was  an  eagle. 


LESSON  50 

Oral  Composition  12 


Suppose  that  you  are  a  reporter  going  after  an  interview. 
(It  may  be  that  the  best  interview  will  be  good  enough  to  pub- 
lish in  the  school  paper.)  Question  some  older  person  on  this 
point:  Would  it  be  a  good  thing  for  pupils  to  be  required  to 
attend  school  for  a  six- week  summer  term?  We  ought  to  get 
together  some  very  interesting  opinions  on  this  subject.  Think 
the  matter  over,  and  prepare  several  questions  to  begin  and 
carry  on  the  conversation.  After  the  interview  write  up  your 
notes  at  once. 

Practice  aloud  before  coming  to  class.  Remember  the  said 
words  that  put  life  into  a  conversation.  Put  some  of  them 
after  the  quotation  and  some  in  the  middle  of  it. 


TO  ENGLISH  109 

Spelling  14 

Have  you  thought  that  the  study  of  spelling  is  nearly  all 
review?  Almost  all  the  words  that  you  have  had  in  this  book 
you  had  several  years  ago.  Still  the  class  doesn't  know  them. 
We  go  over  them  and  over  them  again,  but  some  pupils  fail. 
No  school  has  ever  reviewed  spelling  too  much.  For  today 
review  Spellings  3,  page  41,  and  7,  page  65.  We  can  have 
some  variety  by  skipping  Spelling  4  for  the  present. 


LESSON  50  A 

Sentence  Wtork  26 

Divide  this  description  of  "the  power  of  water"  into  sen- 
tences. Don't  forget  to  put  a  question  mark  at  the  end  of  any 
question. 

You  know  that  a  stream  from  a  fire-hose  will  knock  a  man  down 
do  you  know  that  a  stronger  stream  from  a  bigger  hose  can  tear  down 
a  great  hill  in  a  day  I  will  tell  you  a  true  story  to  show  how  strong  a 
stream  can  be  once  in  the  Rocky  Mountains  a  soldier  tried  to  cut 
with  his  saber  the  jet  of  water  that  was  coming  out  of  a  two-inch 
hose  the  water  had  fallen  a  thousand  feet  and  was  shooting  out  of 
the  nozzle  with  terrific  force  with  all  his  might  the  soldier  struck 
what  do  you  suppose  happened  his  saber  was  snapped  in  two  as  if  it 
had  landed  on  a  bar  of  steel  can  you  guess  what  else  happened  the 
soldier's  wrist  was  broken. 

Here  is  a  true  story  of  Lincoln's  troubles  with  spelling.  Sepa- 
rate it  into  sentences. 

At  first  President  Lincoln  said  he  would  speak  about  my  case  to 
the  Secretary  of  War  then  he  said  he  would  write  a  note  after  he  had 
been  writing  a  few  seconds  he  turned  to  me  and  asked  how  to  spell 
obstacle  he  wanted  to  know  if  there  was  an  a  in  it  when  he  saw 
how  embarrassed  I  was  he  put  down  his  pen  and  began  talking  he 
said  that  sometimes  the  very  common  words  bothered  him  all  his 
life  he  had  misspelled  one  short  word  I  asked  what  that  was  can  you 
believe  me  when  I  tell  you  that  it  was  very    he  used  to  put  two 


110  THE  JUNIOR  HIGHWAY 

r's  in  it  another  word  that  he  wrote  wrong  until  he  got  into  the  White 
House  was  opportunity  he  had  to  learn  to  put  two  o's  in  it  Lincoln 
never  had  any  trouble  with  too  he  could  always  put  two  o's  in 
that  word. 


LESSON  51 

Written  Composition  12 

Here  is  one  more  fact  to  learn.  Be  sure  to  get  it  well  in  mind, 
because  it  is  important  for  your  written  work.  Perhaps  you 
have  noticed  it  already.  In  conversation,  each  direct  quotation, 
no  matter  how  short,  is  in  a  paragraph  by  itself.  Of  course,  this 
point  makes  no  difference  in  giving  conversations  orally.  But 
when  you  come  to  write  them,  it  makes  a  great  deal  of  differ- 
ence. Remember  this.  In  dialog  every  quotation  is  considered  a 
paragraph.  If  you  want  to  see  how  such  an  arrangement  looks, 
turn  back  to  some  of  the  passages  of  conversation  which  you 
have  studied. 

Exercise.  Write  up  the  interview  about  summer-school  in 
proper  composition  form.  Try  to  make  your  work  correct 
enough  and  lively  enough  to  be  printed  in  the  school  paper 
Watch  three  things. 

1.  Don't  let  any  said  words  get  inside  quotation  marks. 

2.  Don't  forget  the  marks  at  the  end  of  a  quotation. 

3.  Put  every  speech  in  a  paragraph  by  itself. 


LESSON  51  A 

Written  Composition  13 

Mr.  and  Mrs.  Herrin  live  in  a  little  town  of  only  forty-three 
people,  where  very  little  that  is  exciting  ever  happens.  Yet  one 
morning  they  suddenly  found  themselves  famous.  The  pic- 
ture of  them  and  their  house,  which  you  see  on  the  next  page, 
has  been  distributed  all  over  the  country. 


TO  EM  GUSH 


111 


»U£E  THAT  SUDDENLY  BECAME  FAMOUS 


112  THE  JUNIOR  HIGHWAY 

Here  is  a  chance  for  you  to  use  your  imagination.  Fancy 
how  Mr.  and  Mrs.  Herrin  felt  when  they  saw  some  men  placing 
the  marker  before  their  door.  Imagine  what  they  thought 
and  what  they  said  about  this  strange  occurrence.  Then  write 
up  the  events  and  the  dialog  in  the  form  of  a  brief  story,  the 
story  of  the  day  the  Herrins  became  famous.  Be  careful  of  the 
paragraphing  and  punctuation  of  the  dialog.  Try  to  make 
the  people  seem  real  and  interesting. 


LESSON  52 

Spelling  15 


If,  some  fine  day,  every  pupil  in  the  high  schools  of  America 
could  learn  to  spell  coming,  the  schoolboards  would  declare  a 
holiday  in  every  town  and  city.  There  is  small  chance  of  such 
a  holiday.  There  are  about  150,000  young  people  in  the 
seventh  grade,  and  another  150,000  in  the  eighth,  who  can  not 
spell  coming.  But  perhaps  there  are  better  times  ahead,  when 
coming  will  never  have  more  than  one  m  in  it,  and  no  vowels 
except  o  and  i. 

If  you  want  to  learn  to  spell  words  like  shining  and  writing 
and  dining  and  coming,  here  is  the  recipe:  Remove  the  e\  then 
add  ing.    The  whole  secret  is  in  getting  rid  of  the  e. 

Try  the  verb  hope.  Strike  at  the  e  and  smash  it  with  one 
blow.  Then  bring  up  an  ing.  You  will  find  that  the  ing  will 
stick  fast.    There  you  are  -.hoping. 

If  you  strike  off  the  e  of  scare  and  add  ing,  you  have  scaring. 
If  you  demolish  the  e  of  use  and  add  ing,  you  have  using.  Any- 
one who  practices  constantly  will  find  his  skill  increasing  so 
much  that  he  can  even  take  a  verb  like  argue  and  make 

arguing 
out  of  it.    Some  pupils  have  actually  made  pursuing  without  an 
e  in  it. 


TO  ENGLISH  113 

People  are  generally  afraid  of  e  and  will  not  knock  it  off.  Yet 
in  the  high  schools  there  are  occasionally  students  who  learn  to 
write  argument  with  only  one  e.  They  have  even  been  known 
to  write  truly  without  an  e,  and  ninth.  Take  a  piece  of  paper 
and  see  if  you  can  do  that. 

Sentence  Work  27 

Notice  how  these  italicized  words — little  clauses — fit  in  as 
parts  of  sentences. 

1.  The  bees  which  flew  out  of  the  hive  were  angry. 

2.  The  woman  who  gave  me  a  dollar  was  surely  generous. 

3.  She  did  not  see  the  dust  that  was  under  the  sofa. 

4.  I  asked  him  what  he  meant. 

We  cannot  make  statements  with  words  like  who  and  which. 
Such  groups  of  words  are  not  sentences. 
A  mere  little  clause  may  be  very  long. 

which  are  built  in  queer  and  fantastic  shapes,  usually  of  bamboo, 
with  a  covering  of  gold  and  silver  paper  and  many  bright- 
colored  bits  of  cloth. 

A  complete  sentence  may  be  very  short. 
What  is  that? 

Now  learn  a  queer  thing  about  the  English  language.  If  we 
change  just  one  word  in  that  long  clause,  we  shall  have  a  good 
sentence.  If  we  put  they  in  place  of  which,  we  shall  have  a 
complete  statement  that  can  stand  by  itself.  There  is  a  world 
of  difference  between  they  and  which.  There  is  the  same  world 
of  difference  between  it  and  which,  or  between  he  and  who.  The 
pronouns  he,  she,  it,  they,  these,  those,  make  complete  sentences. 
The  other  kinds  of  pronouns — like  who  and  which — never  can 
make  complete  statements.  If  they  ask  questions — like  "Which 
is  the  best?" — they  form  sentences. 

Decide  which  of  the  following  groups  of  words  are  really 
sentences  and  which  are  just  clauses. 


114  THE  JUNIOR  HIGHWAY 

1.  Which  is  better?  2.  Which  was  found  under  a  big  stone. 
3.  Who  had  never  in  his  life  told  a  lie.  4.  Who  told  a  lie  about  a 
cherry-tree?  5.  Which  shall  I  take?  6.  What  he  said.  7.  That 
I  had  eaten  for  breakfast  that  morning.  8.  What  we  saw  under 
the  bridge  after  the  flood.  9.  What  did  you  see?  10.  Who  fre- 
quently bought  a  ticket  and  threw  it  into  the  waste-basket.  11.  Who 
can  tell?  12.  That  we  ran  into  one  night  during  a  howling  snow- 
storm. 13.  What  is  wrong?  14.  Who  was  holding  the  sack. 
15.  Which  never  could  have  happened  to  any  careful  person  in  our 
part  of  the  United  States.  16.  That  you  sometimes  hear  in  the 
middle  of  the  night  during  a  high  wind.  17.  Who  can?  18.  What 
he  earned  last  summer  by  seventy  days  of  hard  work  in  the  heat  and 
din  of  a  big  foundry  at  Ansonia.  19.  That  the  doctor  found  in  one 
of  the  bones  of  my  left  wrist  by  the  use  of  his  new  X-ray  machine. 


The  Right  Forms  13 
ring — rang — have  or  has  rung 

1.  The  bell  rang. 

2.  Did  he  ring  the  bell? 

3.  Somebody  rang  it. 

4.  It  shouldn't  have  been  rung  so  early. 

5.  The  bell  rang  long  ago. 

6.  Has  the  first  bell  rung  yet? 

7.  It  rang  at  nine. 

8.  Last  year  they  rang  it  fifteen  minutes  earlier. 

9.  Have  you  rung  the  dinner  bell? 

10.  These  walls  have  rung  with  laughter. 

11.  His  voice  rang  out  over  the  field. 

12.  Who  said  the  last  bell  had  rung? 

13.  It  rang  just  before  you  came  in. 

14.  He  has  rung  this  bell  for  forty  years. 

15.  Where  were  you  when  it  rang? 

16.  It  was  rung  for  the  last  time. 

17.  It  rang  ten  minutes  late. 

18.  The  Christmas  bells  were  rung. 

19.  They  rang  out  loud  and  clear. 

20.  Who  heard  it  when  it  rang? 


TO  ENGLISH  115 

LESSON  53 

Written  Composition  14 

Some  people  go  around  half  asleep.  They  have  eyes  and  ears 
and  noses,  but  for  all  the  use  they  make  of  these  organs  to  help 
them  enjoy  life,  they  might  almost  as  well  be  without  them. 
If  you  want  your  eyes  and  ears  to  "grow  up,"  learn  to  use  them. 
Form  the  habit  of  noticing  things.  Be  interested  in  the  objects 
and  people  around  you. 

Sometimes,  if  we  look  closely,  we  can  see  moving  pictures  in 
the  life  about  us.  The  pen  is  better  than  the  camera  for  these, 
for  it  can  put  the  movement  into  words.  Besides,  it  can  give 
us  something  to  hear,  and  suggest  feelings,  too,  such  as  excite- 
ment, happiness,  or  fear.  If  you  sit  still  for  a  little  while  in  a 
park  or  in  the  woods,  you  will  be  likely  to  see  a  moving  picture 
that  is  worth  putting  into  language. 

Here  is  a  little  moving  picture  presented  by  a  school-girl. 
The  picture  changes  in  a  flash,  but  a  quick  ear  and  an  active  eye 
have  caught  it  before  it  vanishes.    Guess ! 

One  of  Hiawatha's  brothers  paused  a  minute  to  taste  a  frozen 
apple  beneath  a  wild-apple  tree.  As  he  sat  there  in  the  pale  winter 
sunlight,  his  furry  coat  gleamed  golden  brown  and  gray,  touched 
with  black.  As  he  daintily  nibbled  at  his  breakfast,  he  occasionally 
sat  upright  to  listen.  His  great  bright  eyes  seemed  to  observe  every- 
thing. His  long,  delicately  pointed  ears  were  strained  to  catch  the 
slightest  sound.  Suddenly  a  twig  snapped  in  the  tangle  of  raspberry 
bushes.  There  was  a  streak  of  gray  and  brown,  and  a  flash  of  white. 
The  next  instant  nothing  remained  at  the  foot  of  the  wild-apple 
tree  except  a  nibbled  apple  and  the  traces  of  dainty  paws. 

Exercise.  Write  a  short  description  of  a  few  seconds  in  the 
life  of  some  wild  or  tame  animal.  Pick  a  moment  when  some- 
thing is  happening  that  is  worth  watching.  Then  use  words 
that  make  us  see,  hear,  and  feel. 

Spelling  16* 
Review  Spelling  9,  page  73. 

*Note:  Throughout  the  rest  of  Part  I  the  spelling  assignments  are  all  review.  Teachers 
who  wish  to  introduce  ether  common  words  in  this  year's  work  will  find  in  Part  II  the  material 
that  is  most  needed. 


116  THE  JUNIOR  HIGHWAY 

LESSON  54 

Spelling  17 
Review  Spelling  11,  page  87. 

Letters  12 
Write  one  of  the  letters  required  in  the  following  list.  If  you 
are  in  doubt  about  any  part  of  the  letter  or  any  mark  of  punc- 
tuation that  you  should  use,  turn  again  to  the  model  on  page  68. 
Be  sure  that  everything  is  right.  Write  neatly  and  plainly. 
Don't  ramble  along;  come  right  to  the  point  of  the  assignment. 

1.  A  friend  in  another  town  is  thinking  of  joining  the  Boy  Scouts, 
the  Girl  Scouts,  or  the  Campfire  Girls,  and  asks  your  advice.  Write 
a  letter  in  which  you  advise  joining.  Give  your  reasons.  You  will 
do  better  work  if  you  think  of  a  real  person  whom  you  know. 

2.  A  friend  living  in  the  country  writes  to  you  that  he  wants 
to  come  to  town  and  go  to  a  movie  play  with  you  some  time  during 
the  present  week.  After  looking  up  the  picture  advertisements,  write 
him  a  letter  telling  him  which  night  you  think  will  be  best. 

3.  Write  to  a  friend  or  relative,  telling  briefly  some  peculiar  hap- 
pening of  a  recent  Saturday  or  holiday. 

4.  Write  a  letter  to  a  former  classmate,  telling  about  a  school  pro- 
gram in  which  some  people  whom  he  knows  have  taken  part.  Make 
it  seem  real  and  lively.  This  subject  gives  you  a  good  chance  to  be 
humorous  and  original. 

5.  Suppose  that  you  and  your  cousin  have  been  invited  to  take 
Thanksgiving  dinner  in  the  country.  You  have  enjoyed  the  dinner, 
but  your  cousin  has  been  prevented  from  going.  Write  a  letter 
telling  him  what  he  has  missed.     Try  to  make  his  mouth  water. 


LESSON  54  A 

Written  Composition  15 
Look  carefully  at  the  picture  on  page  117.  An  eagle's 
wings  and  talons  take  these  remarkable  positions  at  the  mo- 
ment of  striking  prey.  Why  is  the  camera  man  at  the  top 
of  this  tree?  Why  is  the  eagle  attacking  him?  What  do  you 
suppose  happened  during  the  next  five  seconds?  Your  an- 
swers will  prepare  you  for  the  Exercise  on  page  118. 


TO  ENGLISH 


117 


118  THE  JUNIOR  HIGHWAY 

Exercise.  Write  a  three-paragraph  story  about  the  adventure 
of  the  camera  operator.  Make  the  reader  know  just  how  the 
man  felt,  as  well  as  what  happened  to  him.  The  whole  time 
covered  by  the  story  need  not  be  more  than  a  minute. 


LESSON  55 

Written  Composition  16 

No  doubt  some  of  you  occasionally  get  rather  tired  of  school. 
How  would  you  like  to  go  to  a  school  like  the  one  conducted  by 
Mr.  Squeers,  which  Dickens  tells  about  in  Nicholas  Nickleby? 
After  you  read  about  how  Mr.  Squeers  taught  his  boys  grammar 
and  spelling,  you  may  think  yourself  lucky. 

Obedient  to  this  summons,  there  ranged  themselves  in  front  of  the 
schoolmaster's  desk  half  a  dozen  scarecrows,  out  at  knees  and  elbows, 
one  of  whom  placed  a  torn  and  filthy  book  beneath  his  learned  eye. 

"This  is  the  first  class  in  English  spelling  and  philosophy,  Nickleby," 
said  Squeers,  beckoning  Nicholas  to  stand  beside  him.  "We'll  get 
up  a  Latin  one,  and  hand  that  over  to  you.  Now,  then,  where's 
the  first  boy?" 

"Please,  sir,  he's  cleaning  the  back-parlor  window,"  spoke  up  the 
temporary  head  of  the  class. 

"So  he  is,  to  be  sure,"  rejoined  Squeers.  "We  go  upon  the  practical 
mode  of  teaching,  Nickleby;  the  regular  education  system.  C-1-e-a-n, 
clean,  verb  active,  to  make  bright,  to  scour.  W-i-n,  win,  d-e-r,  der, 
winder,  a  casement.  When  the  boy  knows  this  out  of  a  book,  he 
goes  and  does  it.  It's  just  the  same  principle  as  the  use  of  the  globes. 
Where's  the  second  boy?" 

"Please,  sir,  he's  weeding  the  garden,"  replied  a  small  voice. 

"To  be  sure,"  returned  Squeers,  by  no  means  disconcerted.  "So 
he  is.  B-o-t,  bot,  t-i-n,  tin,  bottin,  n-e-y,  ney,  bottiney,  noun  sub- 
stantive, a  knowledge  of  plants.  When  he  has  learned  that  bottiney 
means  a  knowledge  of  plants,  he  goes  and  knows  'em.  That's  our 
system,  Nickleby;  what  do  you  think  of  it?" 

"It's  a  very  useful  one,  at  any  rate,"  answered  Nicholas. 

"I  believe  you,"  rejoined  Squeers,  not  remarking  the  emphasis 
of  his  usher.     "Third  boy,  what's  a  horse?" 

"A  beast,  sir,"  replied  the  boy. 


TO  ENGLISH  119> 

"So  it  is,"  said  Squeers.     "Ain't  it,  Nickleby?" 

"I  believe  there  is  no  doubt  of  that,  sir,"  answered  Nicholas. 

"Of  course  there  isn't,"  agreed  Squeers.  "A  horse  is  a  quadruped, 
and  quadruped's  Latin  for  beast,  as  everybody  that's  gone  through 
the  grammar  knows,  or  else  where's  the  use  of  having  grammars  at  all?"" 

"Where,  indeed!"  repeated  Nicholas,  abstractedly. 

"As  you  are  perfect  in  that,"  resumed  Squeers,  turning  to  the  boy,, 
"go  and  look  after  my  horse,  and  rub  him  down  well,  or  I'll  rub  you 
down.  The  rest  of  the  class  go  and  draw  water  up  till  somebody  tells 
you  to  leave  off,  for  it's  washing-day  tomorrow,  and  they  want  the 
coppers  filled." 

So  saying,  he  dismissed  the  first  class  to  their  experiments  in  practical 
philosophy,  and  eyed  Nicholas  with  a  look,  half  cunning  and  half 
doubtful. 

Notice  where  the  said  words  are  placed  in  the  account  of 
Squeers  with  his  class.  Some  of  them  come  after  the  quotations, 
of  course.  Some  come  in  the  middle,  and  divide  a  quotation  into- 
two  parts. 

Study  the  paragraphs.  You  can  see  that  there  is  a  separate 
paragraph  for  every  speech. 

Examine  the  following  quotations.  Notice  closely  the  words 
that  are  left  outside  the  quotation  marks. 

1.  "I  think,"  croaked  the  bullfrog  to  the  muskrat,  "that  you  rats- 
are  entirely  too  conceited." 

2.  "Why  in  the  world,"  muttered  Jasper,  "do  people  insist  on 
carrying  all  their  eggs  in  one  basket?" 

3.  "If  you  will  only  listen,"  Marcia  continued,  "I'll  show  you  how 
you  two  have  made  the  biggest  mistake  of  your  lives." 

The  said  words  are  always  outside  the  quotation  marks. 

Exercise.  Copy  the  following  sentences,  putting  in  the  quo- 
tation marks  that  are  needed. 

1.  If  you  should  ask  me,  observed  the  corporal,  I'd  tell  you  that 

you  had  cold  feet. 

2.  Now,   Rastus,   explained   the  judge,   you  must  either  plead 

guilty  or  not  guilty. 

3.  Well,  Judge,  stammered  the  dusky  prisoner  who  was  accused 

of  stealing  chickens,  jist  wait  till  Ah  heahs  de  evidence. 


120  THE  JUNIOR  HIGHWAY 

4.  After  you  get  inside  the  gate,  Clyde  continued  in  a  lower  tone, 

you  had  better  take  off  your  shoes. 

5.  If  I  ever  catch  you  on  this  side  of  the  fence  again,  threatened 

Brodie,   shaking  his  big,  hairy  fist  under  our    noses,   I'll 
make  fish-bait  o'  both  of  you. 
6-    If  that  duck  comes  out  on  this  side,  chuckled  the  old  fox  to 
himself,  I  know  what '11  be  on  the  bill  of  fare  for  tonight. 

7.  The  only  thing  that  saved  me,  Dan  concluded,  as  he  removed 

his  soaked  boots,  was  that  little  willow  stick. 

8.  Very  well,   Mr.   Fraser,   interposed   the   driver,   but   where's 

my  money  to  come  from? 

9.  If  I  had  thought,  returned  Miss  Brooks,  I  should  never  have 

spoken  to  her  at  all. 

10.  Speak  low,  he  replied,  gripping  me  by  the  shoulder,  for  you 

can't  tell  who  may  be  listening  behind  that  hedge. 

11.  You  fellows  down  here,  I  said,  trying  my  best  to  hold  my 

temper,  have  a  curious  idea  of  hospitality  to  strangers. 

12.  When  he  sticks  his  head  out,  whispered  Meagher,  between 

clenched  teeth,  you  aim  for  the  light  spot  of  hair  just  below 
his  jaw. 

13.  Yes,  Doctor  Harris,  the  lawyer    answered,  replacing  in  his 

lapel  the  pin  with  which  he  had  been  punching  the  paper,  I 
will  undertake  the  job  on  the  terms  you  offer. 

14.  Don't  go  down  there,  screamed  the  boy,  shaking  with  terror, 

because  that  Frenchman's  ghost  may  be  waiting  for  you! 

15.  Where  in  this  town,  thought  Loren,  as  he  sauntered  along  the 

lane,  could  you  find  a  meaner  man  to  work  for  than  old 
Crawfish  Sullivan? 


LESSON  55  A 


Oral  Composition  13 

You  can  remember  some  games  that  you  used  to  play  when 
you  were  a  little  younger  than  you  are  now;  perhaps  you  can 
recall  one  that  was  peculiar,  an  odd  invention  of  your  own. 

Plan  to  have  an  oral  composition  program  in  which  each  pupil 
will  talk  on  "some  unusual  game.,,  If  you  cannot  think  of  a 
subject  which  you  like,  you  may  use  one  of  those  suggested 
on  the  next  page. 


TO  ENGLISH  121 

1.  The  boys  (or  girls)  I  used  to  play  with 

2.  Troubles  of  the  youngest  in  the  family 

3.  When  we  played  circus 

4.  After  the  Wild  West  show 

5.  My  movie  ambitions 

6.  Movie  stars  whom  I  have  admired 

7.  Imitating  grown-up  folks 

8.  Playing  Indian 

9.  Things  I  used  to  imagine 
10.  The  youngsters  on  our  street 


LESSON  56 

Written  Composition  17 

Read  this  paragraph  aloud.  After  you  have  reached  the 
third  sentence,  can  you  tell  which  woman  is  speaking? 

About  noon  an  old  woman  brought  Mrs.  Weston  a  chunk  of  coarse 
bread  and  a  gourd  filled  with  water.  She  asked  her  if  she  was  tired 
after  the  terrible  journey,  and  she  replied  that  she  was  wearied  almost 
to  death.  Then  she  told  her  that  she  had  heard  one  of  the  soldiers 
say  that  the  prisoners  were  to  be  examined  that  evening.  She  only 
said  that  it  would  probably  be  soon.  Then  she  went  out  of  the  hut, 
saying  that  she  would  be  back  again  in  a  few  minutes. 

One  good  thing  about  the  use  of  direct  quotations  is  that  it 
helps  us  to  know  who  is  speaking.  In  reading  the  passage  above, 
it  is  impossible  to  tell  what  person  is  meant  by  she  and  her. 
Of  course,  we  might  use  the  names  instead.  This  arrangement 
does  make  the  meaning  plain. 

About  noon  an  old  woman  brought  Mrs.  Weston  a  chunk  of  coarse 
bread  and  a  gourd  filled  with  water.  The  old  woman  asked  Mrs. 
Weston  if  Mrs.  Weston  was  tired  after  the  terrible  journey,  and  Mrs. 
Weston  replied  that  she  (Mrs.  Weston)  was  wearied  almost  to  death. 
Then  Mrs.  Weston  told  the  old  woman  that  she  (Mrs.  Weston)  had 
heard  one  of  the  soldiers  say  that  the  prisoners  were  to  be  examined 
that  evening.  The  old  woman  only  said  that  it  would  probably  be 
soon.  Then  the  old  woman  went  out  of  the  hut,  saying  that  she 
(the  old  woman)  would  be  back  in  a  few  minutes. 


122  THE  JUNIOR  HIGHWAY 

Of  course,  such  repetition  is  silly.  We  do  not  need  to  write 
in  that  way  to  make  ourselves  understood.  We  can  use  direct 
quotations  instead. 

Exercise.  Write  out  the  dialog  between  Mrs.  Weston  and 
the  old  woman,  turning  the  indirect  quotations  into  direct 
quotations.    Watch  these  five  points. 

1.  Use  a  variety  of  said  words. 

2.  Put  some  of  them  after  the  quotation  and  some  in  the 
middle. 

3.  Make  the  talk  sound  like  the  talk  of  real  people. 

4.  Be  sure  that  every  quotation  mark  is  right. 

5.  Put  each  speech  in  a  paragraph  by  itself. 

The  Right  Forms  14 
sing — sang — have  or  has  sung 

1.  He  sang  for  us. 

2.  The  glee  club  sang  two  songs. 

3.  They  have  never  sung  better. 

4.  I  have  heard  that  piece  sung  before. 

5.  Who  sang  it? 

6.  Our  class  sang  it. 

7.  Has  it  been  sung  often? 

8.  They  have  sung  the  first  two  stanzas. 

9.  You  should  have  sung  the  chorus  again. 

10.  We  all  sang  " America.' ' 

11.  The  first  hymn  has  been  sung. 

12.  They  sang  two  ballads. 

13.  Both  had  been  sung  before. 

14.  The  bird  sang  to  his  mate. 

15.  Has  the  canary  sung  lately? 

16.  He  sang  a  little  yesterday. 

17.  Have  they  sung  the  class  song? 

18.  They  sang  it  at  the  party. 

19.  She  has  not  sung  for  over  a  year. 


TO  ENGLISH  123 

LESSON  57 

Spelling  18 

Review  Spelling  12,  page  99. 

Written  Composition  18 

A  school-girl  wrote  this  description  of  an  animal.  She  did 
not  tell  what  it  was,  for  she  wanted  to  see  how  many  of  her 
classmates  could  guess  right.    Can  you  name  the  animal? 

This  animal  is  found  only  in  northern  climates,  where  the  weather 
is  very  cold.  It  is  small,  with  a  thin,  slender  body,  similar  to  that 
of  a  mink.  In  summer  it  is  reddish-brown  in  color.  In  winter  it 
turns  as  white  as  snow,  and  would  not  be  seen  on  the  snow  if  it  were 
not  for  the  tail,  which  is  jet-black.  The  animal  is  of  a  bloodthirsty 
nature,  and  delights  in  killing  birds,  mice,  and  other  small  creatures 
for  the  pleasure  of  killing.  Long  ago  kings  and  noblemen  used  to 
wear  costly  robes  made  of  the  fur  of  this  animal.  The  black  tails 
would  be  arranged  on  the  white  background  in.  the  form  of  a  coat  of 
arms  or  some  other  design. 

Exercise.  Write  a  careful  description  of  a  pet  you  have 
owned.  Don't  tell  what  species  of  animal  it  is.  When  you  read 
your  theme  aloud,  the  members  of  the  class  will  guess.  Perhaps 
one  paragraph  will  be  enough.     Don't  write  more  than  two. 


LESSON  57  A 

Sentence  Work  28* 


Notice  in  the  following  six  sentences  how  where  and  when  and 
why  and  how  and  whether  and  if  make  clauses. 

1 .  We  asked  the  plumber  where  Finland  was. 

2.  When  you  multiply  by  10,  you  simply  add  a  zero. 

•Note:  The  sentence  work  indicated  as  "A"  lessons  from  here  on  is  suitable  for  seventh- 
year  pupils  who  are  well  grounded  in  the  more  elementary  exercises,  but  should  not  be  under- 
taken by  those  who  are  at  all  slow  or  backward. 


724  THE  JUNIOR  HIGHWAY 

3.  I  don't  see  why  he  paints  it  white. 

4.  You  can't  see  how  he  does  it. 

5.  Tell  me  whether  you  had  a  good  time. 

6.  They  won't  see  us  if  we  keep  quiet. 


We  may  ask  a  question  with  words  like  where. 

1.  Where  is  Finland? 

2.  Why  does  he  paint  it  white? 

3.  How  does  he  do  it? 


These  questions  are  complete  sentences.  But  we  cannot 
make  statements  with  such  words.  Groups  of  words  like 
"where  Finland  is"  or  "how  he  does  it"  are  not  sentences. 

Which  of  the  following  groups  of  words  are  complete  sen- 
tences? Which  ones  are  simply  clauses?  Remember  that 
exercises  of  this  kind  are  partly  a  review.  Remember  the 
"who,  which,  what,  and  that"  clauses. 

1.  Whether  Julius  and  I  might  go  to  the  circus.  2.  How  can  that 
be?  3.  Which  Horace  worked  at  with  all  his  might  and  main  during 
the  whole  day.  4.  When  will  the  doors  be  opened?  5.  Why  he 
never  could  catch  a  trout  with  his  expensive  outfit.  6.  Why  should 
I  worry  about  the  little  wheels  on  the  big  truck?  7.  How  do  you  do? 
8.  When  you  have  been  trying  for  five  minutes  to  get  the  small  hole 
of  a  stiff  collar  over  the  large  head  of  a  gold  button.  9.  How  a  man 
could  ever  have  thought  of  a  way  to  measure  the  height  of  the  moun- 
tains on  the  moon.  10.  Of  course  no  man  has  ever  been  on  the  moon. 
11.  You  should  not  expect  to  find  a  clause  in  every  sentence.  12.  We 
must  think  what  we  are  doing.  13.  Where  is  Joppa?  14.  If 
you  had  never  learned  in  arithmetic  to  invert  the  divisor  and  multiply. 
15.  Which  you  won't  feel  at  all  in  the  dentist's  chair.  16.  You 
won't  feel  it  at  all.  17.  That  an  artist  can  actually  make  a  plaster 
cast  from  a  living  model.  18.  Who  went  with  you?  19.  That  look 
like  strings  of  the  most  beautiful  pearls.  20.  How  it  would  ever 
be  possible  to  use  a  six-story  garage.  21.  Where  any  animal  would 
die  of  suffocation  in  a  few  seconds.  22.  No  agents  need  apply. 
23.  You  feel  like  a  polar  bear  in  a  flower-garden.  24.  Why  a  sea- 
gull should  fly  a  thousand  miles  for  a  few  scraps  of  food.  25.  There 
is  no  reason. 


TO  ENGLISH  125 

LESSON  58 
Spelling  19 
Review  Spelling  15,  page  112. 

Letters  13 

Write  to  the  Clark  and  Nowell  Publishing  Company,  2114 
Main  Street,  Bedford,  Mass.,  requesting  a  three-month  trial 
subscription  to  the  magazine,  Our  Young  People.  Mention 
the  fact  that  you  are  inclosing  twenty-five  cents  in  stamps,  the 
trial-subscription  price.  Be  sure  that  every  part  of  the  letter 
is  right. 

Fold  this  letter  to  envelope  size,  and  indorse  the  outside  as 
if  it  were  an  envelope. 

The  Right  Forms  15 

break — broke — have  or  has  broken 

1.  He  broke  his  arm. 

2.  He  has  broken  his  pencil. 

3.  Who  has  broken  this  glass? 

4.  It  was  broken  when  I  came. 

5.  Has  she  broken  through  the  ice? 

6.  You  have  broken  a  promise. 

7.  The  bird  has  a  broken  wing. 

8.  How  was  it  broken? 

9.  Did  you  find  it  broken? 

10.  Another  record  was  broken  today. 

11.  This  school  has  broken  two  records. 

12.  The  cart  had  broken  down. 

13.  She  has  broken  her  skates. 

14.  I  had  broken  my  racket. 

15.  Did  you  say  he  had  broken  his  crystal? 

16.  Who  broke  the  old  china  plate? 

17.  Glass  is  easily  broken. 

18.  Smallpox  has  broken  out. 


126  THE  JUNIOR  HIGHWAY 

LESSON  58  A 

Spelling  20 

Review  the  first  four  Spellings  on  pages  22,  31,  41,  and 
47.  Some  of  your  classmates  have  not  mastered  all  of  these 
words,  but  you  can  master  every  one  if  you  really  care  to.  If 
you  keep  thinking  about  any  troublesome  word,  reviewing  it 
for  yourself,  writing  it  out  in  sentences,  and  thinking  of  ways  to 
remember  it,  you  can  conquer  it.  Mark  every  such  enemy. 
Put  him  down  in  a  special  list.  Don't  let  him  make  fun  of  you. 
Destroy  him. 

Sentence  Work  29 

Such  words  as  doing,  repeating,  seeing,  cutting  are  not  verbs. 
They  cannot,  by  themselves,  make  statements.  The  following 
groups  of  words  are  not  sentences : 

1.  unloading  the  cars  by  means  of  a  big  crane  reaching  clear 

across  the  railroad  tracks. 

2.  blowing  two  bubbles  at  once  by  using  this  little  flat  strainer 

instead  of  a  big,  clumsy  pipe. 

We  could  build  up  a  very  long  group  by  using  "ing"  words  and 
prepositions — like  this : 

blowing  through  a  little  hose  running  from  his  mouth  to  the  two 
cans  and  thus  forcing  the  vapor  from  one  can  into  another  can. 

This  group  does  not  really  say  anything,  because  there  is  no 
verb  in  it.  If  we  should  put  a  little  "he  is"  at  the  beginning, 
we  should  have  a  sentence.  The  little  words  like  is  and  am 
and  was  are  powerful  sentence-makers.  But  the  "ing"  words 
are  weak  and  helpless.  The  "ing"  words  alone  cannot  make 
sentences. 

Neither  can  the  "to"  words — like  to  go,  to  feel,  to  be,  to  in- 
vent— make  sentences.  See  if  you  can  find  any  verb  in  the 
group  on  the  top  of  the  next  page. 


TO  ENGLISH  127 

to  wait  in  the  huckleberry  patch  after  picking  busily  all  afternoon 
and  not  to  know  any  way  of  getting  home  to  supper  except  by  walking 
seven  miles  over  the  hills. 

There  is  no  verb.  The  group  of  words  has  not  made  a  state- 
ment. No  combination  of  "nig"  words  arid  "to"  words  can 
make  a  statement. 

Decide  which  of  the  following  groups  are  sentences,  which 
ones  are  mere  clauses,  and  which  ones  are  neither  sentences 
nor  clauses. 

1.  Trying  to  make  himself  popular  by  wearing  expensive  clothes. 
2.  A  picture  of  a  man  wearing  3  stiff  stand-up  collar,  a  plain  black 
tie,  and  an  immense  three-cornered  hat.  3.  Then  came  a  flock  of 
starlings.  4.  To  get  into  a  quarrel  with  the  umpire  about  a  per- 
fectly correct  decision  on  a  foul  over  the  third-base  line.  5.  That 
he  had  been  holding  some  gum  in  his  cheek  all  during  the  recitation. 
6.  Merely  glancing  now  and  then  at  Jennie  and  tapping  his  glass 
in  a  dreamy  kind  of  way.  7.  Leaning  back  in  his  chair  and  balancing 
on  the  two  hind  legs  was  a  favorite  trick  of  his.  8.  That  she  could 
walk  into  a  cage  of  snarling  tigers  with  only  a  little  whip  in  one  hand 
and  an  electric  flash-light  in  the  other.  9.  After  whispering  a  few 
minutes  with  the  priest  on  the  porch  he  was  let  into  the  mission 
church.  10.  By  creeping  over  the  slimy  rocks  on  his  hands  and 
knees  and  crawling  through  the  dense  thicket  of  juniper  bushes. 
11.  A  faint  glow  coming  from  the  dull  glass  panels  on  each  side  of 
the  padlocked  door.  12.  Stepping  smartly  down  the  gang-plank 
was  a  Moroccan  prince.  13.  Who  never  in  his  life  had  had  to  carry  so 
much  as  a  toothpick  or  to  worry  about  paying  his  own  bills.  14.  To 
go  to  Paris  and  to  see  all  the  boulevards  and  beautiful  bridges 
and  parks.  15,  Knowing  perfectly  well  how  to  place  a  harpoon 
in  just  the  right  part  of  the  whale's  great  body.  16.  Gripping  the 
handle  of  the  dagger  with  nervous  fear  and  peering  excitedly  through 
the  chink  in  the  wall  of  leaves.  17.  Which  never  would  have  hap- 
pened among  the  Greeks  of  ancient  times.  18.  Not  to  want  any 
amusement  except  to  lie  on  a  sand-hill  for  a  sun-bath.  19.  Feeling 
too  sure  about  when  the  train  goes,  without  looking  up  a  time-table, 
may  get  you  into  trouble.  20.  With  his  back  toward  the  girl  on  the 
railing  and  his  feet  on  a  handsome  upholstered  chair.  21.  That  is 
the  one.  22.  Hoping  that  the  sun  would  continue  to  shine,  and 
thinking  it  would  not  take  him  long  to  go.  23.  When  James  reaches 
home  tonight.  24.  Who  said  that?  25.  To  hear  the  soft  lapping 
of  the  waves  on  the  rocks. 


128  THE  JUNIOR  HIGHWAY 

LESSON  59 

Oral  Composition  14 

How  many  birds  do  you  know  when  you  see  them?  How 
many  can  you  describe  so  that  your  hearers  can  recognize  each 
one  the  next  time  they  see  it?  How  many  birds  have  you  read 
about,  or  seen  pictures  of,  but  never  seen?  Make  two  lists,  the 
first  containing  the  names  of  all  birds  you  have  seen,  and  the 
second  containing  the  names  of  those  you  have  read  about  or 
seen  pictures  of. 

How  many  have  you  in  both  lists?  Who  has  the  longest  list? 
Compare  notes. 

Exercise.  Give  oral  comparisons  of  the  following  birds,  ex- 
plaining the  like  and  unlike  qualities  and  habits. 

1.  An  eagle  and  a  hawk  5.   A  wren  and  a  chickadee 

2.  A  blue  jay  and  a  bluebird         6.   An    American     meadow-lark 

3.  A  crow  and  a  blackbird  and  an  English  skylark 

4.  A  turtle  dove  and  a  common  7.   A   nicker   and    a   red-headed 

pigeon  woodpecker 


LESSON  59  A 

Written  Composition  19 

Some  of  our  English  work  is  really  fun.  Did  you  ever  try  to 
make  a  bird  newspaper,  such  as  you  imagine  birds  might  make 
and  read  if  they  really  had  the  human  qualities  they  show  in 
fables  and  fairy  stories?  The  fun  of  it  is  that  you  can  use  your 
imagination  and  originality  to  make  the  paper  entertaining. 
If  anyone  in  the  class  can  use  a  typewriter,  it  will  be  a  good 
plan  to  type  your  newspaper. 

Perhaps  the  specimen  of  a  bird  newspaper  on  page  129  will 
give  you  some  suggestions  as  to  how  to  go  about  the  work. 

Make  your  exercise  on  page  130  really  entertaining. 


TO  ENGLISH 


128 


^y  go 


THE  TEEETOP  GAZETTE 
Published  every  week  or  two 


The  Cardinal  Press  . 


MYSTERIOUS  DISAPPEARANCE 
Well-known  young  woman  vanishes 
I.  HOOT  MAKES  STATEMENT 

Miss  Goldie  Finch,  well  known  to 
everyone  in  Treetop,  mysteriously  disap- 
peared yesterday.  Persons  who  saw  her 
about  noon  say  that  she  seemed  well,  and 
talked  just  as  usual.  Jim  Crow,  the  con- 
stable, has  tried  hard  to  find  a  reason 
for  her  leaving.  No  due  has  yet  turned 
up. 

Mr.  I.  Hoot,  night-clerk  at  the  Hollow 
Snag  Hotel,  which  is  operated  by  Hen 
Hawk,  says  that  he  saw  Miss  Finch  come 
into  the  hotel  lobby  about  dusk  last 
evening.  After  he  had  eaten  his  supper, 
Mr.  Hoot  says,  she  was  nowhere  to  be 
seen. 

Many  friends  of  the  family  hope  that 
the  sad  mystery  may  be  cleared  up  soon. 


BOXING  MATCH 
Bob  White,  light-weight  champion  of 
Brush  Patch  vs.  Jack  Snipe,  of  Mud  Creek. 
Come  early  and  see  a  good  fast  bout* 
Opera  House,  Wednesday  night. 


Local  Items 
Miss  Bee  Marten  of  Poleyille  is  visting 
relatives  here.. 

Sam  Partridge,  the  Jolly  Drummer  from 
Hickory  Hollow,  made  a  flying  visit  to 
Treetop  today.  He  says  business  is 
booming. 


Notice 1 
I  will  not  be  responsible  for  any  debts 
made  by  my  wife.   Chick  Ady 


THE  PASTIME  MOVIE  THEATER 

Last  time  tonight— Four  Feathers. 

Starting  tomorrow Jack  Daw,  the 

famous  English  actor, 

in  Broken  Pinions. 


CHEAP!  CHEAP!  CHEAP! 

Groceries  of  all  kinds.  Come  in  and 
take  your  pick  from  our  splendid  stock 
of  bird-seed.  Dressed  grasshoppers  and 
crickets. 

Philip  A.  Sparrow 


m. 


ALWAYS  ROBIN  AND  CO. 
■  Pawnbrokers 
When  broke,  look  up  a  broker. 


LECTURE  AT  OAKWOOD  HALL  Friday 
The  noted  British  author.  Miss  Ima 
Cuckoo,  will  leoture  on  the  subject 
"India's  love  for  England."  Mis6  Cuokoc 
has  lately  published  some  new  material 
on  the  history  of  the  famous  Cook  Robin 
murder  case. 


Hen  Hawk  states  that  the  Hollow  Snag 
Hotel  i6  soon  to  be  remodeled.  The  mm 
is  to  be  changed  to  AWKUMAWN  INN. 


JAY  AND  JAY— FURNITURE 

Feather  your  neat  here.  Don't  go  else- 
where to  be  skinned.  Come  to  us. 


Miss  Renn  Sick 

Mis6  Jennie  Renn  is  down  with  the 
chicken-pox.  Friends  hope  for  speedy 
recovery. 


A.  SHRIKE— -LAWYER 

Do  business  with  me,  and  you  will  nev- 

or  want  to  employ  another  lawyer. 


O.  U.  QUACK— PHYSICIAN  AND  SURGEON 
I  am  a  busy  man.  Have  your  check-book 
ready  when  you  call  me. 


YELLOWHAMMER  BROTHERS, 

All  kinds  of  bugs  and  worms,  fresh 
from  the  wood.  Choioe  creeping  things 
in  season.  Open  a  bill  here. 


A  HIGH  FLYER 
Captain  Teal,  the  famous  aviator, 
passed  over  Treetop  last  night  on  his 
record-breaking  flight  from  Florida  to 
Canada.  He  made  a  landing  at  Round 
Lake,  it  is  said,  and  continued  his 
flight  today.  His  motor  seemed  to  be 
working  well,  and  he  seemed  confident 
of  finishing  his  trip  without  aooident. 


Bob  0.  Link  haa  just  returned  from 
trip  to  the  south.  He  says  it  is  fine 
to  see  the  old  town  again  after  being 
away  all  winter.  Welcome  baok,  Bob. 


Too  Much  Knocking 
Mr.  Wood  Pecker,  who  has  been  knock- 
ing around  the  country  for  the  past  six 
months,  is  laid  up  at  his  home  in  Hol- 
low Stump  with  a  sore  bill. 


The  Yellow  Wings  to  Leave 

Mr.  and  Mrs.  Yellow  Wing  and  family, 
who  have  been  spending  some  weeks  here, 
will  leave  early  Wednesday  morning  for 
the  Canary  Islands. 


New  Shop  Opens 

Miss  Mag  Pie,  former  pastry-maker 
at  the  Hollow  Snag  Hotel,  has  opened 
a  shop  of  her  own  in  Cherry  Grove 
Street.  Best  of  luok.  Miss  Mag. 


130  THE  JUNIOR  HIGHWAY 

Exercise.  Let  each  pupil  prepare  four  or  five  original  news 
items,  editorials,  or  advertisements  dealing  with  fanciful  and 
humorous  bird  affairs.  When  these  are  read  in  class  or  placed 
on  the  board,  the  best  may  be  chosen  and  rewritten  for  the 
newspaper.  Finally  a  committee  can  typewrite  the  paper 
while  another  committee  illustrates  it. 


.  LESSON  59  B 

Letters  14 

An  acquaintance  writes  that  he  has  saved  nearly  enough 
money  to  buy  a  pair  of  skates  of  a  certain  kind.  As  you  have 
found  this  brand  unsatisfactory,  write  him  a  letter,  advising  the 
purchase  of  another  kind.  State  your  arguments  clearly  and 
simply. 

LESSON  60 

Written  Composition  20 

Exercise,  Change  these  short  passages  into  direct  quotations. 
Follow  the  same  instructions  as  in  Lesson  56. 

1.  Davis  bent  over  the  silent  figure  on  the  ground  and  asked  him  if 
he  was  badly  hurt.  The  wounded  man  moved  slightly  and  told  him 
not  to  touch  him,  for  he  wanted  to  be  let  alone  to  die  in  peace. 

2.  Then  Lew  called  the  boy  and  told  him  to  bring  his  horse  around, 
for  he  wanted  to  ride  out  to  his  father's  farm.  When  he  started  to  get 
it,  he  said  that  it  certainly  was  a  fine  afternoon  for  a  ride. 

3.  Marie  told  her  mother  that  she  had  thought  by  Nellie's  actions 
that  she  didn't  want  her  to  go.  She  said  she  didn't  think  she  meant 
to  give  that  impression,  for  she  was  sure  she  wanted  her  to  have  as 
good  a  time  as  she  could. 

4.  I  told  Richard  that  he  was  old  enough  to  know  better.  He  said 
that  he  did  know  better,  but  that  he  had  just  forgotten.  I  said  it  was 
worse  to  forget  than  to  be  ignorant.     He  said  that  he  knew  it  was. 

5.  Bob  asked  me  where  I  was  going.  I  said  that  I  was  on  my  way 
to  the  barber  shop.    He  said  for  me  to  wait  a  minute  till  he  brought 


TO  ENGLISH  131 

the  car  around.     I  said  for  him  to  go  ahead  and  get  it,  and  that  I 
would  wait  for  him  on  the  porch. 

6.  One  day  when  the  missionary  was  eating  his  dinner  in  the 
woods,  two  Indians  came  up.  They  said  that  they  were  starving. 
He  said  for  them  to  eat  part  of  his  food,  and  they  turned  in  and  ate 
up  everything  he  had.  When  they  had  finished,  one  of  them  said 
he  would  see  to  it  that  he  was  repaid  for  his  kindness  some  day. 


LESSON  60  A 

Spelling  21 

Review  Spelling  7,  page  65. 

Sentence  Work  30 

We  have  learned  that  little  clauses  made  with  such  words  as 
who  or  where  cannot  be  sentences.  They  are  like  zeros  in  arith- 
metic— meaning  a  great  deal  in  combination,  but  not  amounting 
to  anything  by  themselves.  You  know  that  if  you  put  down  on 
paper  two  zeros,  you  have  no  number;  nor  if  you  put  down  five 
zeros;  nor  if  you  write  a  row  that  stretches  clear  across  the  page. 
But  if  you  put  a  little  figure  in  front  of  the  zeros,  you  have  a 
big  number.  So  if  you  write  a  row  of  clauses  like  this,  you  have 
not  made  a  statement : 

who  thought  that  a  pencil  which  cost  only  one  cent  was  not  the  kind 
of  thing  that  ought  to  be  shown  in  a  window  where  diamonds  were 
exhibited. 

But  if  you  just  change  that  one  little  word  who  to  he,  then  you 
will  have  a  big  sentence.  The  difference  between  who  and  he  is 
the  difference  between  nothing  and  a  great  deal. 

In  the  same  way  the  "nig"  words  and  the  "to"  words  are 
zeros  in  making  sentences.  They  are  not  verbs  and  cannot  make 
statements.  If  you  put  such  words  with  a  clause,  you  still  have 
zero : 

wishing  that  he  might  go  to  Rome  and  see  where  the  Pope  lives. 


132  THE  JUNIOR  HIGHWAY 

We  can  make  a  complete  sentence  with  it  or  he  or  they  and 
one  other  word: 

It  stopped. 

But  if  we  put  an  if  or  a  how  or  any  such  word  before  it,  we  turn 
the  sentence  into  a  mere  clause — a  mere  "zero  group" : 

if  it  stopped. 

This  is  like  having  a  number  53,  and  putting  0  before  it;  "053*' 
is  not  a  number  in  arithmetic. 

A  noun  with  clauses  or  "ing"  words  is  a  "zero  group" : 

Benjamin  Franklin  carrying  under  each  arm  a  roll  that  he  had 
bought  before  starting  up  Market  Street. 

If  you  put  a  little  was  before  carrying,  you  will  make  a  sentence; 
but  carrying,  by  itself,  cannot  be  the  verb  of  a  sentence. 

If  a  group  of  words  is  to  make  a  sentence,  it  must  do  one  of 
three  things: 

(1)  It  may  ask  a  question: 

Where  are  the  plates? 

(2)  It  may  give  a  command,  where  the  subject  of  the  verb  is 
understood  to  be  "you": 

(You)  Stop  that  noise! 

(3)  It  may  make  a  real  statement  with  a  noun  or  some  pronoun 
like  he  or  it  or  they: 

She  knows  it. 

Decide  which  of  the  following  groups  are  sentences  and  which 
are  "zero  groups": 

1.  Don't  go  yet.  2.  Was  Toby  in  danger?  3.  A  horse  that  could 
keep  time  to  the  music  and  even  do  a  kind  of  waltz.  4.  A  man  who 
was  selling  toy  balloons  and  "squawkers"  stood  under  an  umbrella. 

5.  Rocking  the  cradle  gently,  and  softly  singing  a  Norwegian  lullaby. 

6.  Sit  wherever  you  are  the  instant  the  whistle  blows.  7.  To  stand 
looking  at  the  gravestones  on  a  rainy  day,  and  whistling  as  if  it  were 
great  sport.  8.  The  dumb-bells  that  he  had  used  before  breakfast 
every  morning  for  twenty-three  years.     9.   Exercise,  my  boy,  if  you 


TO  ENGLISH  133 

want  to  take  off  flesh.  10.  A  large  sheet  of  unruled  paper  on  which  I 
was  required  to  draw  a  free-hand  circle.  11.  When  was  that  paper 
passed  around?  12.  While  the  cattle  are  being  driven  into  the  pens 
to  be  branded.  13.  When  the  girl  with  the  paper  was  passing  up  the 
third  aisle.  14.  To  make  the  poor  beasts  suffer  like  that  with  a  red- 
hot  iron.  15.  To  make  a  person  study  Latin  in  the  ninth  grade 
may  be  right  in  some  cases.  16.  Make  me  a  bow,  as  if  I  were  your 
partner.     17.   That  you  put  through  a  noose  before  you  buckle  it. 

18.  Bringing  the  bird  in  his  mouth  to  his  master,  who  patted  his  head. 

19.  One  of  his  ribs  that  had  been  broken  by  the  bat.  20.  Sitting  in 
her  cozy  corner  by  the  fire,  she  looked  quite  comfortable. 


The  Right  Forms  16 

come — came — have  or  has  come 

1.  The  car  came  at  nine. 

2.  She  came  late. 

3.  How  many  have  come? 

4.  They  came  early. 

5.  Why  have  you  come  here? 

6.  He  came  an  hour  ago. 

7.  Who  has  come  with  him? 

8.  They  came  to  the  party. 

9.  You  should  have  come  with  me. 

10.  The  two  had  come  to  blows. 

11.  She  has  come  for  a  visit. 

12.  Has  she  come  alone? 

13.  Her  sister  came  with  her. 

14.  The  rain  had  come  through  the  roof. 

15.  The  letter  ought  to  have  come  yesterday. 

16.  It  came  only  this  morning. 

17.  We  came  to  help  you. 

18.  I  have  come  to  ask  a  question. 

19.  Who  came  from  out  of  town? 

20.  Who  has  come  at  this  late  hour? 

21.  Alice  came  slowly  down  the  steps. 

22.  The  bill  of  goods  came  to  $4.86. 

23.  The  geese  never  came  north  so  early  before. 


134  THE  JUNIOR  HIGHWAY 

LESSON  61 

Spelling  22 

Review  Spelling  9,  page  73. 

Oral  Composition  15 

Prepare  to  explain  to  the  class  how  to  perform  one  of  these 
tasks.  While  they  may  seem  at  first  to  be  laughably  easy,  you 
will  find  that  it  is  not  so  easy  to  stand  up  and  tell  in  good  sen- 
tences exactly  what  to  do  and  how  to  do  it. 

1.  How  to  make  an  oyster  stew 

2.  How  to  hang  a  pair  of  stockings  on  the  line  to  dry 

3.  How  to  erase  a  mistake  when  typewriting  with  carbon  sheets 

4.  How  to  plant  a  row  of  onion  sets 

5.  How  to  sharpen  a  pocket-knife 

6.  How  to  make  a  rope  ladder 

7.  How  to  give  a  pup  a  bath 

8.  How  to  use  the  telephone  for  a  long-distance  call 

9.  How  to  make  a  tightener  for  a  tennis  net 
10.  How  to  clean  and  oil  a  rifle 


LESSON  62 
Oral  Composition  16 


A  subject  that  should  give  us  some  specially  interesting  in- 
terviews is  this  one :  Schools  of  today  and  schools  of  a  generation 
ago.  That  would  be  entirely  too  big  a  subject  if  stated  in  such  a 
way.  Therefore  we  might  narrow  it  down,  and  go  to  one  of  our 
parents  or  some  other  older  person — the  older  the  better — with 
a  question  like  this :  Does  the  school  I  attend  give  boys  and  girls 
a  better  preparation  for  life  than  the  schools  you  went  to?  Prepare 
a  few  questions  to  draw  out  the  information  you  want.  Your 
inquiries  might  be  about  physical  training,  outdoor  exercise, 
the  health  of  the  pupils,  whether  teachers  are  better  now  than 
they  used  to  be,  whether  some  subjects  were  better  taught  in 
the  old  days,  whether  pupils  had  better  manners  then  than  now, 


TO  ENGLISH  135 

whether  they  could  spell  better,  and  whether  they  got  any  train- 
ing as  useful  as  that  which  our  courses  in  domestic  science  and 
manual  training  now  give.  Possibly  there  are  some  other 
matters  that  you  will  want  to  ask  about,  too. 

Get  your  interview,  and  write  up  your  notes.  Practice  giving 
the  report  before  you  come  to  class.  Remember  to  use  direct 
quotations  and  a  variety  of  said  words,  some  of  them  after  the 
quotations  and  some  breaking  the  quotations  in  two.  Keep  in 
mind  the  importance  of  speaking  slowly  and  plainly. 

Here  is  a  sample  interview  of  this  sort.  Can  you  improve 
upon  it?  Study  it,  and  pick  out  the  good  points  and  the  bad 
ones.  It  was  given  by  a  seventh-year  girl  named  Ruth.  Her 
exact  words  were  taken  down  in  shorthand  as  she  spoke,  and 
here  they  are. 

Last  night  after  supper  I  had  an  interview  with  my  father — er — 
I  had  an  interview  with  my  father  last  night  after  supper.  I  asked 
him  if  he  would  tell  me  about  the  schools  when  he  went  to  them. 
He  said  that  he  would,  and  the  first  question  that  I  asked  him  was  if 
the  schools  had  physical  training,  but  he  said  that  they  didn't  have 
very  much.  They  played  baseball,  and  pullaway,  and  dare,  and 
those  kind  of  games,  but  they  didn't  have  very  much.  He  said  that 
the  children  walked  to  school  more  than  we  do  today.  Then  I  asked 
him  if  their  health  was  better.  He  said  that  it  wasn't  any  better, 
he  didn't  think,  and  that  if  anything,  it  wasn't  as  good.  I  asked  him 
if  the  teachers  they  had  were  better  teachers  then,  and  he  said  that 
he  didn't  think  the  teachers  were  near  as  well  trained,  because  they 
went  to  country  schools  before  they — before  he  went  to  one.  He  said 
that  Miss  Hill  was  a  very  superior  teacher  than  the  ones  he  had. 
The  subjects  that  he  took  were  spelling,  writing,  and  reading.  That 
was  about  all,  I  think,  that  he  took,  but  he  said  that  there  was  more 
spelling  than  anything  else,  it  seemed  to  him.  The  pupils  can't  spell 
as  good  today,  he  didn't  think,  as  they  could  then,  because  the  teachers 
aren't  giving  it  as  much  now  as  they  did  then.  But  he  said  that  he 
liked  to  go  to  school,  because  they  got  to  go  to  school  only  in  the 
winter  time,  and  sometimes  he  didn't  get  to  go  then.  The  teachers 
were  very  much  more  stricter  when  he  went  than  they  are  today. 
He  said  that  every  little  thing  that  was  done,  they  were  sent  into  the 
corner,  or  into  the  back  of  the  room,  or  something.  He  said  they 
had  better  manners  then,  he  thought,  at  least  in  the  country  schools 
he  went  to,  anyway. 


136  THE  JUNIOR  HIGHWAY 


LESSON  62  A 

Written  Composition  21 

Exercise.  Rewrite  four  of  the  following  passages,  using  direct 
quotations  only.  Put  some  life  into  the  speeches.  Put  the 
said  words  in  different  positions.  Let  each  speech  stand  in  a 
paragraph  by  itself. 

1.  The  cattle  men  came  riding  up  to  the  fence.  They  told  the 
sheep-herders  that  they  had  just  twenty-four  hours  to  get  out  of  the 
country.  They  said  they  would  like  to  know  who  had  the  authority 
to  order  them  out.  Then  they  said  that  it  didn't  make  any  difference 
about  the  authority;  if  they  knew  what  was  healthy  for  them,  they 
would  make  themselves  scarce. 

2.  Doctor  Beck  asked  the  guide  if  he  had  ever  been  to  the  top  be- 
fore. He  said  he  had,  but  that  it  was  several  years  ago.  He  said  it 
was  in  the  summer  time,  too.  He  then  said  that  he  was  very  anxious 
to  go  up  there  at  once.  He  told  him  that  it  would  be  foolish  to  start 
that  late  in  the  day.  He  said  that  if  he  would  wait  till  morning,  he 
would  accompany  him. 

3.  I  asked  Eula  what  she  thought  of  the  game  we  had  last  Saturday. 
She  said  she  hadn't  seen  it.  I  said  that  she  had  certainly  missed  an 
exciting  time.  She  said  she  didn't  care,  for  she  had  taken  a  good  auto 
ride.  I  said  that  a  person  could  take  an  auto  ride  almost  any  day,  but 
that  a  chance  to  see  a  game  like  that  one  didn't  come  very  often. 

4.  The  policeman  came  over  and  asked  Ellis  if  he  felt  sick.  He  said 
he  had  a  feeling  of  dizziness,  but  that  it  would  soon  pass  off  if  he  sat 
on  the  steps  a  few  minutes.     The  officer  told  him  there  was  a  drug- 

•  store  a  few  doors  down  the  street.     He  thanked  him,  and  said  he 
thought  he  would  be  all  right  in  a  short  time. 

5.  I  asked  Dale  why  he  was  going  to  the  pond  when  the  water  was 
so  good  in  the  river.  He  said  that,  to  tell  the  truth  about  it,  he  had 
promised  his  mother  not  to  swim  in  the  river.  I  said  that  I  thought 
the  river  was  safe  enough,  but  he  went  on,  saying  that  a  promise  was  a 
promise,  and  that  the  pond  was  the  place  for  him. 

6.  The  brakeman  wanted  to  know  whether  they  had  any  money. 
He  said  that  he  would  put  them  off  at  the  next  stop  if  they  didn't  give 
him  a  couple  of  dollars.  One  of  the  men  said  that  they  didn't  have  any 
money  at  all,  but  that  they  were  willing  to  help  unload  freight  if  they 
wanted  them  to.  The  brakeman  went  on  up  the  train,  saying  as  he 
left  that  he  would  see  about  it. 


TO   ENGLISH  137 

7.  Noticing  that  the  maid  looked  pale  and  worried,  1  said  I  hoped 
Mrs.  Barron  would  be  better  in  a  few  hours.  She  said  she  feared  the 
poor  woman  would  never  be  any  better,  for  the  shock  had  been  terri- 
ble. I  said  that  if  there  was  anything  we  could  do,  she  must  let  us 
know,  and  she  said  she  would  call  us  if  there  was  any  need. 

8.  When  Newman  came  out  of  the  gymnasium,  Coach  Bennett 
told  him  that  he  knew  he  had  been  smoking,  and  that  no  man  who 
wouldn't  train  could  hold  a  place  on  a  team  of  his.  He  said  that  he 
had  done  it  only  once,  and  that  if  he  would  give  him  another  chance, 
he  would  give  his  word  of  honor  never  to  break  training  again.  He 
then  said  that  it  was  too  late  to  make  promises,  and  that  he  could  con- 
sider himself  out  of  the  game  for  a  week,  at  least. 

9.  The  King  of  Bohemia  rushed  into  the  room.  Grasping  Sherlock 
Holmes  by  either  shoulder,  and  looking  eagerly  into  his  face,  he  asked 
him  if  he  had  secured  the  photograph.  He  said  that  he  had  failed  to 
get  it.  The  King  asked  him  if  he  had  any  hopes  of  success.  He  said 
thac  he  had.  The  King  then  told  him  to  come  on,  for  he  was  very  im- 
patient to  be  off.  He  said  that  it  would  be  necessary  to  call  a  cab  first, 
but  he  said  that  his  own  carriage  was  waiting  at  the  door.  Holmes  said 
that  would  simplify  matters. 


LESSON  63 

Spelling  23 
Review  Spelling  11,  page  87. 

Written  Composition  22 

Imagine  that  you  have  talked  with  one  of  your  friends 
in  regard  to  your  plans  for  making  an  ice-boat,  a  telephone, 
an  aquarium,  a  vegetable  or  flower  garden,  a  coaster,  a  gar- 
ment, a  sofa-pillow,  a  simple  piece  of  furniture,  or  some  other 
article.  Since  this  conversation,  you  have  finished  the  task. 
Write  a  letter  in  which  you  tell  the  friend  exactly  how  you 
went  to  work  and  what  you  accomplished.  Make  your  ex- 
planation so  simple  and  clear  that  a  person  who  reads  your 
letter  will  be  able  to  make  the  article  himself.  Perhaps  a 
simple  drawing  will  add  clearness  to  your  explanation. 


138  THE  JUNIOR  HIGHWAY 

LESSON  63  A 

Oral  Composition  17 

Boys  and  girls  take  much  delight  in  performing  mysterious 
tricks  that  puzzle  other  people.  No  doubt  there  are  pupils  in 
your  class  who  are  clever  magicians.  Have  you  ever  seen  the 
two  tricks  given  below  played?     They  are  rather  hard  to  detect. 

The  trick  is  played  by  two  persons,  the  "magician"  and  his  assistant. 
Of  course  the  assistant  knows  how  the  trick  works.  The  magician, 
after  sending  his  assistant  from  the  room,  asks  someone  to  think  of  a 
certain  number  between  one  and  ten.  The  person  who  selects  the  num- 
ber tells  the  magician  what  it  is  in  a  whisper,  or,  better  still,  writes  it 
on  a  blackboard  and  then  erases  it. 

Then  the  assistant  is  called  back  into  the  room.  Coming  up  to  the 
magician,  he  places  his  hands  on  the  cheeks  of  the  latter,  with  the 
finger-tips  covering  the  temples,  and  looks  into  his  eyes  for  a  few  sec- 
onds. When  the  magician  snaps  his  fingers,  the  assistant  steps  to  the 
board  and  writes  the  number  that  was  chosen.  Apparently  he  has 
read  the  mind  of  the  magician.    How  does  he  do  it? 

Here  is  the  secret  of  this  mysterious  trick  of  "mind-reading."  When 
the  assistant  places  his  fingers  on  the  temples  of  the  magician,  the  lat- 
ter simply  clenches  his  jaws  the  necessary  number  of  times  to  indicate 
the  selected  number.  Anybody  who  can  feel  and  count  can  then  give 
the  answer.    Try  it  yourself,  and  mystify  your  friends. 

A  trick  of  a  different  sort  is  played  with  a  handkerchief.  The  per- 
former spreads  the  handkerchief  flat  on  a  table,  and  places  on  the  mid- 
dle of  it  a  match  which  he  has  borrowed.  He  then  rolls  the  handkerchief 
over  the  match  several  times.  Next  he  apparently  picks  up  the  match, 
folded  in  the  cloth,  and  breaks  it  into  several  pieces.  Everybody  sees 
that  the  match  is  broken,  and  hears  the  snap  of  the  wood.  Yet  when 
the  handkerchief  is  unrolled,  the  match  is  seen  to  be  whole. 

The  secret  of  the  mystery  is  very  simple.  The  match  which  was 
broken  is  an  extra  one  which  has  been  concealed  in  the  hem  of  the 
handkerchief  beforehand. 

Exercise.  Let  each  pupil  be  prepared  to  explain  to  the  class 
how  a  certain  trick  works.  The  language  must  be  planned  in 
advance,  or  some  in  the  class  will  fail  to  understand  you.  Try 
to  do  your  explaining  in  as  few  words  as  you  can.  Make  good 
short  sentences,  with  pauses  between  them. 


TO  ENGLISH  139 

If  there  is  time,  your  teacher  may  permit  several  pupils  to 
play  their  tricks  and  let  the  others  try  to  solve  the  puzzle.  If 
some  person  does  not  see  through  the  device  very  quickly,  the 
explanation  is  given. 


LESSON  64 

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Our  latest  catalog  of  wireless  supplies,  fully  illustrated,  together 
with  a  set  of  patterns,  is  yours  for  the  asking.  We  can  furnish  com- 
plete outfits  as  low  as  $15.00.  Write  us  in  regard  to  your  needs  and 
your  problems. 

The  Matzner  Radio  Co.  Peoria,  Illinois. 

Exercise.  Write  a  letter  in  answer  to  one  of  these  adver- 
tisements. Fold  and  indorse  as  before. 

Spelling  24 

Review  Spelling  12,  page  99. 

Time  is  wasted  on  the  review  of  a  spelling  lesson  unless 
your  heart  is  in  it.  Do  some  real  thinking  and  working  as 
you  read  again  through  Section  12.  Make  a  list  of  those 
words  that  you  ever  caught  yourself  misspelling — even  if  you 
suppose  that  you  are  now  master  of  them;  for  words  are  not 
so  easily  mastered.  Bad  habits  like  to  "play  possum,"  pre- 
tending for  a  while  that  they  are  dead,  and  then  catching 
over-confident  pupils  unaware. 


140  THE  JUNIOR  HIGHWAY 

The  Right  Forms  17 
throw — threw — have  or  has  thrown 
J.  Throw  the  ball. 

2.  I  have  thrown  it  already. 

3.  Where  did  you  throw  it? 

4.  I  threw  it  to  John. 

5.  He  threw  his  cap  into  the  tree. 

6.  Her  pony  had  thrown  her  off. 

7.  Who  threw  this  stone? 

8.  One  of  those  boys  threw  it. 

9.  They  have  thrown  stones  before. 

10.  He  threw  his  book  away. 

11.  The  ball  had  been  thrown  to  second. 

12.  The  catcher  threw  too  high. 

13.  The  key  had  been  thrown  away. 

14.  The  Indian  threw  his  tomahawk. 

1.5.  You  shouldn't  have  thrown  chunks  of  ice. 

16.  He  has  thrown  the  wood  into  the  cellar. 

17.  The  driver  threw  on  his  brake. 

18.  You  threw  away  your  chance. 

19.  I  have  thrown  farther  than  that. 

20.  He  has  thrown  his  machine  out  of  gear. 


LESSON  64  A 

Letters  16 


Read  carefully  the  two  following  advertisements: 

CAMP  HIAWATHA 

An  ideal  summer  camp  for  boys  on  the  shore  of  Lake  Superior. 
Trained  physical  directors.  All  sports  carefully  supervised.  Fishing, 
canoeing,  baseball,  horseback  riding,  woodcraft,  tutoring.  Excellent 
board.  Terms  and  illustrated  booklet  sent  on  application.  Arthur  F. 
Bowie,  M.  A.,  Gladwin,  Minnesota. 


TO  ENGLISH  141 

CAMP  MINNEHAHA 

A  delightful  summer  camp  for  girls  on  the  shore  of  Lake  Superior. 
Special  direction  of  all  sports.  Nature  study,  woodcraft,  swimming, 
boating,  tennis,  horseback  riding,  art,  dramatics.  Comfortable  ac- 
commodations and  excellent  table.  Physician  in  camp.  Terms  and 
illustrated  booklet  sent  on  request.  Mrs.  Arthur  F.  Bowie,  Gladwin, 
Minnesota. 

Exercise.  Write  for  booklet  and  information  about  one  of 
the  camps  mentioned  in  these  notices.  Tell  why  you  are  inter- 
ested. Fold  your  letter  and  place  it  in  an  envelope  which  is 
properly  addressed,  but  not  sealed. 


LESSON  65 

Written  Composition  23 

Write  a  description  of  one  of  the  following  places.  Try  to 
give  your  readers  the  atmosphere  of  the  place  by  telling  about 
sights,  sounds,  odors,  and  feelings. 

A  deserted  farmhouse — the  attic — the  hayloft — a  camp — a  cave — 
the  barnyard  at  threshing  time — the  engine  house — a  stage  set  for  a 
play — a  hospital  ward — a  hotel  kitchen — the  laundry — the  furnace 
room — the  physical  director's  office. 


LESSON  66 

Spelling  25 

Review  Spelling  15,  page  112. 

Written  Composition  24 

Do  you  know  an  old  man  or  woman  who  came  to  the  place  in 
which  you  live  at  a  very  early  date  ?  If  you  know  such  a  person, 
wouldn't  it  be  interesting  to  get  an  interview,  and  find  out  what 
your  town  or  neighborhood  was  like  fifty  years  ago? 


142  THE  JUNIOR  HIGHWAY 

Did  you  ever  see  one  of  those  old-fashioned  bicycles,  with  a 
great  high  front  wheel  and  a  small  rear  wheel?  Wouldn't  it 
be  interesting  if  we  could  go  back  for  a  little  while  to  the  days 
when  men  rode  these  curious  things  on  the  streets,  and  when 
street  cars  were  drawn  by  horses?  Of  course,  we  cannot  do 
that.  But  there  are  people  living  near  all  of  us  who  can  remem- 
ber those  old  days,  and  who  will  be  glad  to  tell  us  what  the 
streets  and  buildings  of  our  cities  were  like  in  the  days  of  long 
ago. 

Exercise.  Hold  an  interview  with  a  citizen  who  can  tell 
about  the  old  times.  Prepare  some  questions  in  advance,  so 
that  you  will  be  able  to  guide  the  conversation  and  get  the 
information  you  want.  This  might  be  valuable.  If  well  written 
out,  it  should  be  worth  keeping;  for  when  the  old  settlers  are 
gone,  it  will  be  too  late  to  find  out  the  interesting  things  which 
they  remember. 


LESSON  66  A 
Oral  Composition  18 


On  page  143  is  a  picture  which  shows  us  that  we  do  not 
need  to  go  outside  the  United  States  to  find  some  very  romantic 
places.  As  we  look  at  the  remarkable  little  church,  and  are 
told  that  it  was  built  by  one  man,  we  wonder  why  he  made 
it.  How  large  does  it  appear  to  be,  judging  by  the  height  of 
the  old  monk  who  stands  by  the  door?  Why  did  old  Father 
Otto  build  it  so  small  that  only  three  persons  could  worship  in 
it  at  a  time?  He  must  have  had  a  reason.  When  we  observe 
the  careful,  loving  details  of  the  stonework,  we  wonder  how  long 
he  must  have  taken  at  his  work.  We  wonder,  too,  how  the  eld 
man  could  raise  the  stones  and  build  even  a  steeple  all  by  him- 
self. 

Now  you  are  to  have  a  chance  to  use  your  imagination  on  this 
strange  problem.    You  have  held  a  number  of  real  interviews. 


TO  ENGLISH 


143 


THE   SMALLEST  CHURCH   IN  THE   COUNTRY 


144  THE  JUNIOR  HIGHWAY 

This  time  you  will  hold  an  imaginary  interview.  Suppose  that 
you  came  upon  the  tiny  church  while  on  a  walking  trip,  and 
that,  finding  Father  Otto  standing  in  front  of  the  door,  you 
stopped  and  questioned  him.  You  found  him  very  willing  to 
talk  about  his  work,  and  before  you  left,  you  learned  the  answers 
to  all  the  questions  that  the  sight  of  the  quaint  building  had 
called  up  in  your  mind. 

Give  the  imaginary  interview  orally  before  the  class.  Make 
the  conversation  sound  real,  just  as  when  you  reported  on  actual 
interviews. 


LESSON  66  B 

Oral  Composition  19 

Prepare  to  give  orally  one  of  these  dialogs.  Most  of  the  sub- 
jects require  you  to  use  your  imagination  and  your  sense  of 
humor.  Remember  that  no  matter  how  original  or  funny  your 
dialog  may  be,  it  will  not  be  good  enough  unless  you  use  direct 
quotations  as  you  have  been  taught  to  use  them. 

1.  After  the  examination 

2.  Billy  and  Dad  in  the  woodshed 

3.  A  heated  argument 

4.  The  young  bride  and  the  grocer 

5.  Two  fish — concerning  an  attractive  worm 

6.  After  the  report  cards  come  out 

7.  An  automobile  and  a  horse 

8.  A  carpenter  and  a  novelist — concerning  the  usefulness  of  their 

duties 

9.  The  ground-hog  and  the  weather  man 

10.  A  boy  mowing  the  yard  and  a  boy  with  a  fishing-pole 

11.  The  tramp  and  the  housekeeper 

12.  Two  bragging  fishermen 

13.  A  cat  and  a  squirrel 

14.  The  coach  and  the  player 

15.  The  watermelon  and  the  boy  across  the  fence 

16.  A  pupil  tempted  to  play  truant  and  his  conscience 

17.  Noah  and  the  commander  of  a  submarine 


TO  ENGLISH  145 

18.  The  bee  and  the  butterfly 

19.  Mother  and  yourself — on  getting  up  in  the  morning 

20.  Paul  Revere  and  a  motor-cycle  policeman 

21.  Benjamin  Franklin  and  some  famous  man  of  today 

22.  A  fox  and  a  rooster 

23.  The  baby  and  the  pup 


LESSON  66  C 

Oral  Composition  20 

"Toasts"  are  simply  little  speeches,  usually  made  largely  in  a 
spirit  of  fun.  They  are  given  at  a  banquet  or  dinner,  generally 
after  the  people  present  have  finished  eating  and  are  ready  to 
listen  and  to  enjoy  the  remarks  of  the  speakers.  The  "toast- 
master,"  who  is  in  charge  of  the  program,  makes  a  little  taik 
first  and  introduces  the  first  speaker.  Between  the  toasts  and 
at  the  end  of  the  program,  he  makes  a  few  remarks  or  tells 
funny  stories  that  apply  in  some  way  to  the  other  speakers  or 
to  their  talks.  If  any  of  the  pupils  in  the  class  have  been 
present  at  toast  programs,  they  can  tell  the  others  what  these 
affairs  are  like. 

After  a  young  person  enters  high  school,  he  never  knows 
when  he  may  be  called  upon  to  give  a  toast  at  a  school  banquet, 
or  even  to  act  as  a  toastmaster.  Therefore  it  is  a  good  plan 
to  practice  this  sort  of  exercise,  so  that  one  may  be  used  to  it 
when  the  time  comes.  It  is  not  necessary  to  have  a  dinner  in 
order  to  conduct  a  toast  program  for  practice.  We  can  suppose 
that  we  have  held  a  banquet  in  honor  of  the  birthday  of  a 
member  of  the  class  or  some  such  occasion,  and  we  can  arrange 
our  chairs  about  the  room  so  that  all  can  see  and  hear  the 
speakers.  Then  the  pupil  chosen  to  be  toastmaster  or  toast- 
mistress  can  begin  the  program,  and  the  speakers  can  go  ahead 
just  as  in  a  real  program. 


146  THE  JUNIOR  HIGHWAY 

In  preparation  look  up  several  funny  stories  which  you  can 
apply  in  a  comic  way  to  the  occasion  or  to  one  of  the  speakers 
or  another  person  present.  Usually  one  of  the  speakers  who 
comes  before  you  will  give  you  some  ideas  for  your  own  remarks 
if  you  are  alert.  Your  main  purpose  is  to  amuse  your  friends 
and  to  make  everybody  enjoy  himself.  A  little  foolishness  is 
all  right.  But  you  must  remember  that  your  talk  will  not  be 
pleasing  to  your  listeners  or  a  credit  to  you  unless  you  speak 
clearly  and  distinctly  and  use  as  good  language  as  you  would  use 
in  a  serious  and  carefully  prepared  speech. 


SUMMARY  OF  MINIMUM  KNOWLEDGE  AT  THE 
CLOSE  OF  THE  SEVENTH  YEAR 

1.  Review.  The  pupil  should  retain  and  habitually  apply  the 
knowledge  required  in  the  summary  of  the  first  33  lessons  on 
page  80. 

2.  Spelling.  The  pupil  should  show  habitual  mastery  in  his 
writing  of  every  form  given  in  the  first  33  lessons.  He  should 
be  able  to  spell  in  dictation  work  such  forms  as  lies,  ties,  cries, 
tries,  modifies  (Spelling  11,  page  87);  of  the  singular  posses- 
sive (Spelling  12,  page  99);  of  such  forms  as  coming,  shining, 
writing,  dining,  hoping,  scaring,  truly,  ninth  (Spelling  15,  page 
112);  of  such  words  and  type  forms  as  the  teacher  can  intro- 
duce from  Part  II  (see  note  to  Spelling  16,  page  115). 

3.  Sentence  Work.  The  pupil  should  be  able  to  recognize 
all  verbs  (Sentence  Work  18,  page  82;  Sentence  Work  20,  page 
86),  simple  sentences  with  two  or  more  verbs  (Sentence  Work 
20,  page  86) ;  to  distinguish  between  verbs  and  verbals  (Sen- 
tence Work  29,  page  126),  and  between  independent  sentences 
and  subordinate  elements  (Sentence  Work  21,  page  89;  Sen- 
tence Work  22,  page  95;  Sentence  Work  27,  page  113;  Sentence 
Work  28,  page  123;  Sentence  Work  30,  page  131).  He  should 
be  able  to  apply  his  knowledge  to  separating  passages  into 
sentences  (Sentence  Work  23,  page  99;  Sentence  Work  24, 
page  106;  Sentence  Work  26,  page  109)  and  to  improving  the 
sentences  of  his  own  writing.  He  should  be  able  to  use  com- 
mas with  yes  and  no  and  nouns  of  address  (Punctuation  1,  page 
102),  and  to  use  the  question  mark  habitually.  He  should  be 
able  to  write  the  simpler  forms  of  quotations  (Written  Com- 
position 11,  page  103;  Written  Composition  16,  page  118). 

4.  Oral  Composition.  The  oral  practice  which  the  pupil  has 
had  should  by  this  stage  enable  him  to  talk  easily  and  without 
embarrassment  on  prepared  subjects,  to  pay  due  regard  to  the 
unit  of  the  sentence  in  his  talks,  to  get  along  without  abuse  of 

147 


148  THE  JUNIOR  HIGHWAY 

connectives  like  and  and  so,  and  to  use  direct  quotations  with 
some  skill  when  reporting  conversations.  If  the  verb  drills 
have  been  persistently  worked  upon,  the  pupil  should  be  able 
to  use  in  oral  compositions  and  recitations  the  correct  forms 
displayed. 

5.  Written  Composition.  All  written  compositions,  including 
letters,  should  exactly  conform  to  the  requirements  so  far  as 
mechanics  are  concerned.  The  pupil  should  be  able  to  build  a 
three-paragraph  narrative  or  a  description  or  explanation  of 
from  one  to  three  paragraphs  with  purposeful  beginning  and 
some  sense  of  climax.  The  essential  knowledge  of  the  sentence 
should,  of  course,  be  applied  in  the  composition  work. 


PART  II— EIGHTH  YEAR 

LESSON  67 

Written  Composition  25 
Here  is  a  story  written  by  an  eighth-year  girl. 

Stung ! 

Last  Friday  Mr.  Ellis,  the  Methodist  minister,  gave  a  talk  in  assem- 
bly. He  told  us  a  little  story  about  iron.  He  said,  "Pig-iron  is  worth 
twenty  dollars  a  ton.  If  you  educate  it  until  it  is  good  enough  to  make 
horseshoes,  it  is  worth  a  good  deal  more  than  twenty  dollars.  More 
education  makes  it  good  enough  for  knife  blades.  Then  it  is  still  more 
valuable.  If  you  put  it  through  another  process,  and  make  it  good 
enough  for  watch  springs,  it  will  be  worth  a  thousand  dollars  a  ton." 

Then  he  explained  that  education  would  work  the  same  way  with 
us.  He  compared  the  ninth-year  pupils  to  pig-iron,  which  is  not 
worth  very  much.  The  upper  classes  were  more  valuable  because  of 
better  education.  Finally,  he  told  us,  the  seniors  in  high  school  might 
be  compared  to  iron  for  watch  springs,  which  is  worth  a  thousand  dol- 
lars a  ton. 

When  we  came  out  of  the  assembly,  I  stopped  at  the  fountain  to  get 

a  drink.     Olive  K ,  who  is  in  the  ninth  grade,  came  up  to  me 

and  said  with  a  grin,  "If  a  ninth-grade  pupil  is  pig-iron,  what's  an 
eighth-grader?" 

What  do  you  notice  about  the  use  of  quotation  marks  with  the 
long  quotation  in  the  first  paragraph?  Can  you  make  a  rule 
for  quotation  marks  with  a  speech  of  several  sentences? 

Exercise.  Write  a  story  of  your  own  experience,  using  a 
subject  suggested  by  one  of  the  following  titles : 


1. 

My  new  shoes 

8. 

My  business  adventure 

2. 

When  the  minister  called 

9. 

When  I  tried  to  bluff 

3. 

How  I  got  the  worst  of  it 

10. 

A  piece  of  good  luek 

4. 

Caught  in  the  act 

11. 

The  watermelons 

5. 

Against  Dad's  advice 

12. 

When  I  forgot 

0. 

Green  apples 

13. 

The  time  I  tattled 

7. 

The  blunder  I  made 

14. 

A  wrong  guess 

149 


150  THE  JUNIOR  HIGHWAY 

LESSON  68 

Grammar  1 
Review  of  Nouns 

You  can  easily  tell  proper  nouns,  because  they  begin  with 
capitals  and  sound  like  names:  Ohio,  Bill,  Harriet,  Bunny, 
T  upper  High  School,  Cat  skills,  Grosvenor  Square,  President 
Garfield. 

It  is  easy  to  find  most  of  the  common  nouns,  for  they  name 
common  things  and  usually  have  a,  an,  or  the  before  them: 
camera,  shoestring,  mustache,  tower,  snail,  drawing -tools,  spike. 

But  a  few  common  nouns  are  not  so  easy.  They  do  not  name 
an  object  that  we  can  put  our  fingers  on :  lot,  deal,  amount,  way, 
sense,  rate.  Most  of  them  are  used  with  a,  an,  or  the  and  are 
names.    Here  are  some  more  nouns  of  this  sort: 

a  great  quantity  my  feelings  nothing  , 

the  sticky  substance         his  troubles  anything 

the  result  an  effort  something 

A  word  that  names  a  whole  group  of  people  or  animals  is  a 
noun:  crowd,  herd,  swarm,  class,  band,  audience.  These  usually 
have  a,  an,  or  the  before  them.  (They  are  called  "collective 
nouns.") 

Another  kind  of  noun  is  made  with  ness;  brightness,  goodness, 
sweetness,  business,  dirtiness,  cleanness.  These  words  are  names 
and  are  used  with  a,  an,  or  the.  (They  are  called  "abstract 
nouns.") 

Other  nouns  of  the  same  sort,  not  made  with  ness,  are  height, 
length,  speed,  truth,  weight,  beauty,  activity. 

Find  all  the  nouns  in  the  following  sentences.  There  may  not 
be  a  or  an  or  the  before  each  noun;  often  there  is  a  my  or  his  or 
their  or  some  or  this.  Sometimes  there  is  no  such  word  in  front 
of  a  noun.  Look  for  words,  used  as  names,  that  "might  natur- 
ally have  a,  an,  or  the  in  front  of  them." 

Each  of  the  first  ten  sentences  has  three  nouns. 


TO  ENGLISH  151 

I.  See  the  bunch  of  grapes  on  the  plate.  2.  Poland  is  not  so  large 
a  country  as  France.  3.  Mr.  Hoover  showed  a  great  deal  of  activity. 
4.  The  voices  of  the  excited  children  could  be  heard  for  hours.  5.  The 
school  of  fish  was  not  swimming  with  much  speed.  6.  My  only  hope 
is  that  the  judge  will  show  some  mercy.  7.  The  crowd  of  strikers 
stretched  clear  to  the  wharf.  8.  Your  wish  for  a  set  of  Poe  has  come 
true.  9.  The  committee  sat  the  whole  day,  but  did  nothing.  10.  She 
said  something  about  the  length  of  the  lesson. 

From  here  on  some  of  the  sentences  have  no  nouns;  some  have 
four  or  five. 

II.  The  brightness  of  the  light  was  bad  for  our  eyes.  12.  Arthur 
gave  his  mother  a  promise  to  leave  before  the  end  of  the  performance. 

13.  A  herd  of  sheep  at  night,  crowded  in  sheds,  is  a  pretty  sight. 

14.  What  is  the  idea  of  talking  about  the  "length"  of  a  wave  of  light? 

15.  I  was  drifting  slowly  along,  not  thinking  how  far  I  might  be  car- 
ried before  you  called  to  me  to  come  back.  16.  The  truth  about  Dick 
is  that,  in  spite  of  his  weight,  his  slowness  makes  him  a  poor  player. 
17.  The  total  wealth  of  the  United  States  was  then  supposed  to  be 
more  than  $300,000,000,000.  18.  What  he  told  you  about  his  regiment 
is  the  absolute  truth.  19.  This  painting  of  a  smiling  lady  becomes  a 
picture  of  a  man  and  a  horse  when  a  red  light  is  thrown  on  it.  20.  Has 
anything  been  said  in  this  class  about  telegrams  or  about  the  way  to 
write  night-letters?  21.  Do  you  suppose  he  really  expects  us  to  be- 
lieve that?  22.  A  man  in  Baltimore  has  invented  a  machine  that  will 
brush  the  dirt  from  your  shoes,  put  on  the  polish,  rub  hard  with  cloths, 
and  give  a  perfect  shine  in  a  minute  and  a  half.  23.  The  charge  for 
this  operation  is  only  a  nickel.  24.  The  price  the  man  charges  for  his 
small  apples  drives  away  his  customers. 


LESSON  69 

Written  Composition  26 
Explaining 

Do  you  know  that  you  are  an  expert?  You  are.  There  are 
certain  things  that  you  know  very  well  how  to  do.  You  can 
tell  other  people  how  to  do  them,  just  as  a  coach  explains  a  play 
to  his  team,  or  a  shop  foreman  instructs  his  men  how  to  do  their 
work.  Explanation  is  a  very  practical  and  important  kind  of 
composition,  and  it  is  important  that  you  try  hard  to  master  it. 


152  THE  JUNIOR  HIGHWAY 

Of  course,  an  explanation  must  be  perfectly  plain,  or  it  is  not 
a  good  one.  You  must  have  all  parts  of  it  in  the  right  order,  so 
that  the  person  who  tries  to  understand  or  to  follow  your  direc- 
tions will  be  able  to  succeed.  Lead  on  from  sentence  to  sentence 
by  such  expressions  as  when,  next,  after  this,  now,  finally.  If 
the  process  which  you  are  trying  to  make  clear  is  rather  iong, 
divide  it  carefully  into  parts  or  paragraphs. 

As  you  read  the  following  short  explanation,  notice  whether 
all  the  steps  are  in  the  right  order.  Could  you  carry  out  the 
directions  after  reading  them  once?  After  you  read  them,  give 
the  explanation  in  your  own  words. 

A  Fire  in  a  Trench 

The  best  fire  for  cooking  in  camp  is  a  small,  clear  one,  or  a  few  brisk 
coals.  To  make  such  a  fire,  first  gather  a  number  of  dry  sticks  about 
one  inch  in  diameter.  Dead  limbs  still  clinging  to  trees  are  likely  to 
be  drier  than  those  picked  up  from  the  ground.  Split  some  of  these  and 
shave  them  up  into  kindling.  Next,  dig  a  trench  in  the  ground,  in  the 
direction  of  the  wind,  about  a  foot  long,  four  inches  wide,  and  six  inches 
deep.  In  this  trench  start  your  fire,  gradually  piling  on  the  heavier 
wood  as  the  fire  grows.  When  the  trench  is  full  of  burning  wood,  allow 
it  a  few  minutes  to  burn  down  to  coals.  Then  rest  your  pans  or  kettles 
over  the  trench,  supporting  them  with  stones  or  green  sticks  if  neces- 
sary, and  start  cooking. 

Exercise.  In  one  written  paragraph  explain  to  a  person  of 
your  own  age  exactly  how  one  of  the  following  should  be  done. 
Write  good  complete  sentences,  using  very  few  and's.  Be  sure 
that  you  tell  enough  to  enable  a  sensible  reader  to  succeed  by 
following  your  instructions. 

1.  How  to  "build"  a  load  of  hay       7.   How  to  remove  ice  from  a 

2.  How  to  remove  and  put  on  a  sidewalk 

tire  8.   How  to  stop  bleeding  from 

3.  How    to    stuff    and    roast    a  an  artery 

chicken  9.   How  to  make  a  salad 

4.  How  to  dress  a  burn  10.   How  to  pile  a  cord  of  wood 

5.  How     to    remove     ink-stains      11.   How    to    make   good   coffee 

from  clothing  in  camp 

6.  How  to  poach  eggs  12.   How  to  clean  spark-plugs 


TO  ENGLISH  153 

LESSON  70 

Spelling  26 

Review  the  ies  words  in  Spelling  11,  page  87. 

Every  high  school  in  the  country  has  a  few  seniors  who  fail 
again  and  again  to  think  of  ies  when  they  write,  "He  studies 
very  hard."  Yet  of  course  studies  must  end  with  the  same  ies 
that  we  have  in  modifies  and  tries.  A  teacher  can  show  them  the 
verb  denies,  but  a  few  of  these  advanced  students  cannot  really 
open  their  eyes  to  the  ies  on  the  end. 

An  eighth-year  pupil  can,  if  he  cares  to,  learn  when  to  use  ies. 
The  first  step  in  learning  is  to  know  what  "vowels"  are.  They 
are  the  six  letters,  a,  e,  i,  o,  u,  y.  If  there  is  one  of  these  vowels 
before  the  y,  we  do  not  change  the  y  to  i,  but  add  the  s  directly, 
thus :  pays,  obeys,  enjoys,  buys. 

The  second  step  is  to  know  what  a  "consonant"  is.  A  con- 
sonant is  any  letter  except  the  six  vowels — b,  c,  d,  f,  g,  etc.  If 
there  is  a  consonant  before  the  y,  we  must  always  change  it  to 
i  and  add  es:  "She  babies  the  boy."  "He  studies  very  little." 
"He  defies  his  enemies."  "He  replies  to  the  letters."  "The horse 
whinnies.**  "He  copies  the  problems."  "She  hurries  across  the 
street."    "Father  busies  himseli  in  the  garden." 

Write  out  each  of  the  ies  verbs  given  in  this  lesson.  Make 
your  eye  and  your  hand  used  to  ies.  When  you  have  to  write 
verbs  in  class,  think  of  ies. 

Grammar  2 
Review  of  Nouns  as  Subjects 
A  subject  often  comes  before  the  verb. 
The  piece  of  lace  must  be  washed. 

But  in  a  question  the  subject  is  frequently  between  two  parts  of 
the  verb. 

1.  Did  the  axle  break? 

2.  Have  the  ashes  been  sifted? 


154  THE  JUNIOR  HIGHWAY 

The  easy  way  to  find  the  subject  in  a  question  is  to  put  the  same 
words  in  the  form  of  a  statement. 

1.  The  axle  did  break. 

2.  The  ashes  have  been  sifted. 

The  subject  in  a  question  is  often  after  the  verb. 

1.  Who  is  the  girl  in  red? 

2.  Which  was  the  best  speech? 

3.  Where  are  my  glasses? 

4.  Why  are  you  so  happy? 

In  the  form  of  statements — using  exactly  the  same  words-  -we 
have: 

1.  The  girl  in  red  is  who. 

2.  The  best  speech  was  which. 

3.  My  glasses  are  where. 

4.  You  are  so  happy  why. 

The  word  there  pushes  subjects  beyond  the  verbs. 

1.  There  was  a  pearl  in  the  clam. 

2.  There  has  never  been  such  a  rush  for  seats. 

Subjects  often  come  after  the  verbs. 

1.  Out  came  the  turtle's  head  again. 

2.  Down  flew  a  shower  of  soot. 

3.  On  top  of  the  box  lay  a  nine-pound  pickerel. 

4.  Sitting  calmly  in  my  reserved  seat  was  a  fat,  impu- 

dent, ugly-looking  bulldog. 

Find  the  subject  of  each  verb  in  the  following  sentences. 
Always  ask  "Who  or  what?" 

1.  Anne  slowly  tore  the  letter  to  bits.  2.  From  the  other  side  of 
the  island  came  an  answering  whoop.  3.  Does  Grace  know  about  the 
medal?  4.  There  is  no  reason  at  all  for  staying  at  home.  5.  There 
were  several  pines  on  top  of  the  ridge.  6.  Can  Allen  use  his  leg  now? 
7.  By  his  side  sat  his  daughter.  8.  Where  is  the  can-opener? 
9.  What  is  the  length  of  your  package?  10.  Is  there  any  dent  in  the 
cover?  11.  Near  the  door  stood  a  handsome  Italian  boy.  12.  The 
doors  should  have  been  opened  sooner.  13.  Through  this  chink  came 
a  little  iight.     14.   Why  was  Viola  in  such  a  hurry? 


TO  ENGLISH  155 

LESSON  71 

Oral  Composition  21 

Giving  directions  for  finding  a  certain  place  is  harder  than 
you  think  it  is,  especially  when  the  person  in  need  of  informa- 
tion is  a  stranger  to  the  surroundings.  Such  work  gives  you 
good  practice  in  saying  clearly  just  what  you  mean,  and  in 
making  others  understand.  Prepare  to  speak  on  one  of  these 
problems. 

1.  Suppose  that  you  belong  to  the  "advance-guard"  of  a  picnic 
party,  and  that  the  others  intend  to  join  you  later.  Tell  them  exactly 
how  to  reach  the  spot  where  you  plan  to  have  the  camp-fire  made. 
Be  sure  to  indicate  the  starting  point,  or  your  directions  will  not 
mean  anything. 

2.  Give  clear  directions  for  finding  the  office  of  a  certain  doctor  or 
dentist,  starting  from  the  schoolhouse.  The  person  to  whom  you  are 
speaking  knows  nothing  about  the  town  or  the  names  of  streets. 

3.  Give  directions  which  will  enable  a  friend  to  find  your  locker  in 
the  gymnasium,  and  to  get  from  it  certain  articles  that  you  need. 

4.  Your  cousin,  a  stranger  in  town,  is  visiting  at  your  home.  He 
wishes  to  visit  one  of  your  classes.  Give  directions  so  that  he  can  find 
the  building  and  the  classroom,  starting  from  your  home. 

5.  Give  to  a  thirsty  stranger  clear  directions  for  finding  a  spring  in 
the  woods  that  you  know  about. 

6.  You  know  a  certain  tree  that  was  very  curiously  marked  by 
lightning  during  a  recent  storm.    Explain  exactly  how  to  find  it. 

7.  You  are  to  spend  Saturday  picking  strawberries  in  the  country. 
At  noon  your  brother  will  bring  your  lunch.    Tell  him  how  to  find  you. 

The  Right  Forms  18* 
run — ran — have  or  has  run 

1.  We  ran  a  race  on  snowshoes. 

2.  The  team  ran  away. 

3.  They  had  run  two  miles. 

4.  Has  the  first  race  been  run? 

5.  The  squirrel  ran  up  a  limb. 

•Review  the  exercises  on  page  114.  Other  "Right  Forms"  distributed  throughout  Part  1 
should  be  reviewed  from  time  to  time  in  connection  with  those  in  Part  II. 


156'  THE  JUNIOR  HIGHWAY 

6.  I  have  often  run  faster  than  that. 

7.  You  ought  to  have  run  all  the  way. 

8.  He  and  I  ran  home  from  school. 

9.  He  has  run  a  nail  into  his  foot. 

10.  The  hound  ran  across  the  field. 

11.  I  had  run  till  I  was  out  of  breath. 

12.  The  street  car  had  run  into  a  buggy. 

13.  Have  you  ever  run  against  a  clothes-line  in  the  dark? 

14.  Couldn't  you  have  run  faster? 

15.  I  ran  faster  than  I  had  ever  run  before. 

16.  The  rabbit  had  run  into  a  hole. 

17.  Water  ran  through  the  streets. 

18.  The  water  tank  has  run  over. 


LESSON  72 


Punctuation  2 
Commas  in  a  Series 

If  you  write  a  series  of  words  of  the  same  kind,  and  connect 
them  all  by  and,  you  would  not  use  any  commas. 

1.  It  was  a  large  and  expensive  car. 

2.  A  deer's  legs  are  slender  and  graceful  and  strong. 

But  if  the  words  are  not  all  connected  by  and,  you  must  use 
commas. 

1.  It  was  a  large,  expensive  car. 

2.  A  deer's  legs  are  slender,  graceful,  and  strong. 

Here  is  a  series  of  three  verbs  connected  by  and. 

He  begged  hard  and  wept  and  knelt  down  before  us. 

Here  are  the  same  verbs,  with  commas,  because  they  are  not  all 
joined  by  and. 

He  begged  hard,  wept,  and  knelt  down  before  us. 


TO  ENGLISH  157 

Here  is  a  series  of  pronouns  and  a  noun  separated  by 
commas. 

You,  the  guide,  and  I  must  all  carry  loads. 

•Punctuate  the  sentences  on  Sheet  2  of  the  "Comma  Book," 
putting  in  the  commas  between  the  words  of  a  series  if  the  words 
are  not  all  connected  by  and.  Remember  that  some  sentences 
need  no  commas;  you  must  think  about  what  you  are  doing. 
Remember,  too,  that  if  you  find  any  noun  of  address,  or  any 
yes  or  no,  you  must  use  the  commas.  Every  exercise  in  punctu- 
ation is  a  review  of  all  that  has  gone  before.  Use  the  periods 
and  question  marks. 


LESSON  73 

Spelling  27 


Review  Spelling  1,  page  22. 

What  you  learned  about  ies  for  verbs  is  true  also  for  plural 
nouns.  After  a  consonant  like  b  you  must  have  ies — derbies. 
After  the  consonant  c  you  must  have  ies — mercies.  After  the 
consonant  d  you  must  have  ies — ladies.  After  the  consonant  / 
you  must  have  ies — taffies.  So  after  g  or  k  or  I  or  n:  buggies, 
jackies,  families,  bunnies. 

Be  careful  to  get  one  idea  in  this  lesson:  we  are  now  talking 
about  ies  after  a  consonant.  Don't  suppose  that  all  plural  nouns 
and  all  "s"  verbs  end  in  ies. 

Learn  for  this  lesson  the  five  ea  words.  Three  end  in  ear: 
bear,  tear,  wear.  Some  nonsense  sentence  will  bunch  these  to- 
gether: "The  bear  will  tear  the  coat  you  wear."  The  two  other 
ea  words  are  break  and  great.    "They  break  great  stones." 

Probably  you  know  the  next  five,  but  look  closely  at  them  to 
make  sure.  (1)  It  is  just  time.  (2)  Did  you  catch  your  train? 
(3)  I  have  a  new  coat.  (4)  I  have  something  to  tell  you.  (5)  The 
road  is  muddy. 


158  THE  JUNIOR  HIGHWAY 

Grammar  3 
Objects  of  Prepositions 

Nouns  are  often  the  objects  of  prepositions.  In  the  next 
three  sentences  notice  each  italicized  noun  and  tell  what  prepo- 
sition it  is  the  object  of. 

1.  In  the  cupboard  under  the  turn  of  the  stairs  were  some  jars  of 
preserves. 

2.  At  the  little  shop  beside  the  factory  he  bought  some  candy  with 
his  last  dime. 

3.  Inside  the  can  was  something  that  looked  like  a  paddle-wheel. 

Find  the  object  of  each  preposition  in  the  sentences  below. 
Prepare  to  recite  like  this:  "The  preposition  is  like;  its  object  is 
deer;  like  a  deer  is  a  phrase." 

Each  sentence  has  two  prepositions. 

1.  Ned  drew  a  funny  picture  of  Alice  on  his  slate.  2.  From  New 
York  he  went  to  Syracuse.  3.  He  went  up  the  stairs  with  slow  steps. 
4.  Among  his  ^ugs  was  one  with  a  broken  handle.  5.  She  put  the 
cord  through  the  ring  and  tied  it  around  his  finger.  6.  I  looked  down 
the  line  for  my  place.  7.  The  ball  bounded  over  the  fence  and  into 
Mrs.  Ross's  tulip-bed.  8.  You  will  find  your  dollar  under  your  plate 
without  any  doubt.  9.  Toward  evening  I  was  in  better  spirits. 
10.  By  my  watch  it  is  after  midnight.  11.  Across  the  canon  a 
gorgeous  scene  was  spread  before  our  eyes.  12.  Between  the  acts  I 
stared  at  the  boxes.  13.  When  the  steamer  bumped  against  the  pile, 
she  scratched  her  paint  below  the  water-line.  14.  The  moon  rose 
above  the  clouds  behind  the  tower.  15.  In  those  days  he  looked  like 
a  tramp.     16.   Through  the  telescope  it  looks  like  a  small  tree. 


LESSON  74 

Oral  Composition  22 

Study  this  explanation  of  how  to  deal  with  an  injured  bone. 
First  we  learn  about  broken  bones  in  general,  what  the  danger 
is,  how  to  avoid  the  danger.  Next  we  learn  about  a  broken 
bone  in  the  leg  or  arm.     The  steps,  in  good  order,  are:  (1)  set 


TO  ENGLISH  159 

the  bone,  (2)  find  a  splint,  (3)  apply  the  splint  with  a  pad, 
(4)  how  to  bind  the  splint  on  with  a  bandage. 

First  Aid  for  a  Broken  Arm  or  Leg 

A  fracture  is  not  very  dangerous  if  the  skin  is  unbroken,  for  then  no 
germs  can  get  in.  The  great  danger  is  that  the  sharp,  jagged  edges  of 
the  bones  may  puncture  the  skin,  or  injure  the  muscles,  veins,  or 
arteries.  Therefore,  never  move  a  person  with  a  broken  bone,  until 
the  fracture  has  been  so  fixed  that  the  broken  ends  of  the  bone  cannot 
stir. 

If  the  leg  or  arm  is  broken,  straighten  the  limb  gently.  If  necessary, 
pull  steadily  until  the  ends  of  the  bone  are  in  place.  Then  bind  the 
limb  firmly  to  a  splint  to  hold  it  in  position.  A  splint  may  be  made  of 
any  straight,  stiff  material,  such  as  a  shingle,  a  piece  of  board,  or  even 
the  branch  of  a  tree.  The  side  next  the  limb  should  be  well  padded 
with  clothing,  or  even  grass  if  nothing  else  is  convenient.  Be  careful 
never  to  place  the  bandage  directly  over  the  break,  but  always  above 
and  below  it. 

Exercise.  Explain  orally  one  of  the  following  processes,  or 
another  which  you  prefer.  Keep  all  the  steps  of  your  explana- 
tion in  the  right  order.  Make  every  pupil  in  the  class  under- 
stand you  perfectly. 

1.  How  to  make  an  invalid's  bed 

2.  How  to  handle  a  hay-carrier 

3.  How  to  remove  an  object  from  the  eye 

4.  How  to  make  doughnuts 

5.  Catching  rabbits  with  a  ferret 

6.  How  to  restore  a  person  almost  drowned 

7.  How  to  find  the  north  star 

8.  What  to  do  when  a  person's  clothing  catches  fire 

9.  How  to  treat  frostbite 

10.  How  to  teach  a  dog  a  certain  trick 

11.  Setting  a  breakfast  table 

12.  How  to  adjust  paper  and  carbon  sheets  in  a  typewriter 

13.  How  to  sew  a  "French  seam" 

14.  How  to  pitch  a  tent 

15.  How  to  play  a  certain  game 

16.  How  to  make  a  camp  fire 

17.  How  to  build  a  bird  house 

1 8.  Making  a  fresh  vegetable  salad 

19.  How  to  make  a  pogo  stick 


160  THE  JUNIOR  HIGHWAY 

LESSON  75 

Spelling  28 

Review  Spelling  2,  page  81,  and  Spelling  3,  page  41. 

Sentence  Work  31 

Separate  into  sentences  this  account  of  "four  miles  down  in  a 
parachute/ '  Some  of  the  sentences  are  long.  Be  sure  not  to 
write  any  part  of  a  "zero  group"  as  a  whole  sentence.  But  some 
of  the  sentences  are  short.  Be  sure  to  write  these  as  complete 
sentences. 

how  does  it  feel  to  step  out  into  space  about  four  miles  above  the 
surface  of  the  earth  with  a  small  silk  parachute  that  is  not  guaranteed 
to  open  in  the  thin  air  in  1920  no  man  in  the  world  knew  nobody  had 
ever  jumped  from  such  a  height  in  a  parachute 

the  first  man  to  try  was  Second  Lieutenant  John  H.  Wilson,  of  the 
United  States  Air  Service,  who  was  known  in  the  army  as  "Dynamite 
Wilson"  he  obtained  permission  to  try  a  leap  from  twenty  thousand 
feet  one  June  day  in  Texas  he  told  his  pilot  to  get  the  airplane  ready 
after  spending  half  the  day  in  inspecting  and  folding  his  "chute"  he 
started  up  in  a  D.  H.  4B  bombing-plane  for  about  an  hour  they  climbed 
in  circles  until  the  instruments  registered  higher  than  twenty  thousand 
feet 

lieutenant  Wilson  stood  on  the  edge  of  his  seat  shivering  with  cold 
when  the  pilot  slowed  down  the  motor  a  little  he  made  a  powerful  leap 
backward  and  cleared  the  wires  of  the  ship  like  a  rock  he  dropped 
through  the  cold,  thin  air,  at  the  same  time  pulling  the  lever  that  re- 
leased the  parachute  in  the  first  few  minutes  after  the  parachute 
opened  he  could  feel  no  motion  in  any  direction  he  seemed  to  be  sus- 
pended in  mid-air  suddenly  a  gale  of  wind  caught  him  and  carried  him 
many  miles  at  great  speed  then  another  gale,  blowing  in  the  opposite 
direction,  caught  him  and  blew  him  back  as  rapidly  the  parachute  was 
banged  around  at  all  angles  it  was  even  turned  upside  down  sometimes 
he  would  find  himself  spinning  on  the  edge  of  a  mighty  whirlwind  into 
which  he  would  presently  fall  like  lead  for  hundreds  of  feet 

at  last  he  reached  the  steadier  winds  around  five  thousand  feet  at 
three  hundred  feet  he  opened  the  second  parachute  and  began  working 
toward  a  clear  field  in  which  he  could  make  a  landing  it  took  just  seven- 
teen minutes  to  make  the  descent  Lieutenant  Wilson  says  that  they 
were  "extra  long  minutes." 


TO  ENGLISH  161 


LESSON  76 

Written  Composition  27 
Community  Topics 

The  good  citizen  is  interested  in  helping  to  make  his  town  or 
city  a  better  place.  He  needs  to  learn  as  much  as  he  can  about 
the  place  in  which  he  lives,  so  that  he  can  work  to  bring  about 
improvements. 

Exercise.  Let  each  pupil  secure  information  about  some 
feature  of  his  community.  Then  each  will  write  a  composition 
of  about  a  page  on  the  topic  he  has  chosen.  The  chief  point  to 
bear  in  mind  while  planning  and  writing  the  composition  is: 
"What  can  be  done  to  make  our  town,  our  city,  or  our  neigh- 
borhood better  than  it  now  is?"  Select  a  topic  suggested  by  one 
of  these  titles. 

1.  Street  lighting  in  our  town  11.    Music  in  our  city 

2.  What  our  schools  need  most       12.   One  of  our  most  useful  citi- 

3.  The  appearance  of  the  alleys  zens     (Do  not  mention  his 

and    back    yards    in    our  name.) 

neighborhood  13.   Our  protection  from  fire 

4.  Caring  for  parks  and  play-      14.   Our  trees  and  their  enemies 

grounds  15.   Making  our  streets  safe 

5.  Traffic  regulations  16.   An  important  industry  of  our 

6.  The     improvement    of    our  locality 

streets  17.   The  best  clerk  I  know     (Do 

7.  One  of  our  most  successful  not  mention  his  name.) 

merchants     (Do  not  men-      18.   The   business    of   our   post- 
tion  his  name.)  office 

8.  A  needed  factory  or  store  in      19.   The  board  of  health  and  their 

our  community  duties 

9.  Destroying  flies  20.   Places  of  amusement  in  our 
10.   Our  library  needs  town 


LESSON  77 

Spelling  29 
Review  Spelling  4,  page  47. 


162  THE  JUNIOR  HIGHWAY 

Grammar  4 
The  Whole  Verb,  and  Nothing  but  the  Verb 
Notice  the  italicized  verbs  in  these  sentences : 

1.  I  shall  soon  be  able  to  walk. 

2.  You  are  sure  to  go. 

3.  They  were  glad  to  see  us. 

4.  Lloyd  was  at  home. 

5.  Alice  looked  at  it. 

No  word  like  able  or  sure  or  glad  or  not  or  at  can  be  part  of  a  verb. 
Now  notice  five  verbs  that  are  made  by  adding  something  to 
the  five  verbs  in  the  sentences  above. 

1.  I  shall  soon  be  walking. 

2.  You  are  chosen  to  go. 

3.  They  were  bought  for  thirty  cents. 

4.  Lloyd  was  running  home. 

5.  Alice  had  overlooked  it. 

These  verbs  end  in  ing  or  n  or  t  or  d.  You  can  soon  learn  the 
sound  and  the  feeling  of  a  verb.  Many  pupils  have  no  trouble 
with  verbs  like  can  do,  will  see,  might  know,  could  lose.  But  some 
pupils  like  to  put  with  these  a  word  that  is  not  part  of  the  verb 
at  all.  No  word  like  so  or  able  or  well  or  sure  or  soon  or  for  or  at 
can  be  part  of  a  verb. 

Try  in  each  of  the  following  sentences  to  pick  out  the  whole 
verb,  and  nothing  but  the  verb. 

1.  Is  it  seen  in  winter?  2.  Were  you  calling  to  me?  3.  Have  you 
been  able  to  walk?  4.  You  might  look  at  this.  5.  Could  you  hear 
me?  6.  We  should  soon  be  ill.  7.  We  should  soon  be  found.  8.  I 
have  never  been  there.  9.  Have  you  ever  been  caught?  10.  They 
were  glad  to  see  us.  11.  They  have  been  pleased  by  the  presents. 
12.  Do  you  like  it?  13.  I  have  taken  a  dislike  to  it.  14.  I  have 
always  disliked  him.  15.  Simon  was  listening  eagerly.  16.  Simon 
was  eager  to  listen.  17.  Have  you  been  listening?  18.  Have  you 
been  well?  19.  Aleck's  coat  had  been  buttoned  up  tightly.  20.  The 
little  girl  was  rudely  grabbed  by  the  conductor.  21.  The  little  girl 
was  rude  to  the  old  man.  22.  The  house  would  be  flooded  in  five 
minutes.  23.  We  have  been  to  a  concert.  24.  Jeff  had  been  eating 
a  great  deal.  25.  The  silk  hat  had  been  checked  at  the  cloak-room. 
26.   My  hands  had  been  warm  when  I  started.     27-    The  chickens  had 


TO  ENGLISH  163 

been  warmed  by  the  hot  gruel.  28.  He  may  be  waiting  for  us  now. 
29.  Bud  may  be  kept  after  school.  30.  No  man  can  be  sure  of  that. 
31.  The  piece  may  have  been  played  a  thousand  times.  32.  The 
cap  may  have  been  white  once.  33.  Three  new  members  must  be 
chosen.  34.  Some  of  the  new  students  must  be  afraid.  35.  Did  you 
ever  hear  of  a  verb  "afrai"?  36.  Boomerangs  must  have  been  used  in 
Egypt.  37.  You  may  be  catching  cold.  38.  Fido  may  be  out  in  the 
cold.  39.  Are  you  going  up  now?  40.  We  were  up  in  the  attic. 
41.  He  has  not  been  around  lately.  42.  Nobody  has  ever  heard  of  a 
verb  like  "around."  43.  The  knife  has  not  been  found.  44.  Possibly 
you  may  know  of  a  verb  "find."     45.   Shall  I  try  to  find  your  rubbers? 


LESSON  77  A 

Spelling  30 
A  Spelling-match 

How  would  you  like  to  have  a  spelling-match  between  the 
girls  and  the  boys  or  between  the  "odds"  and  the  "evens"? 
Each  side  can  elect  a  captain,  and  plan  for  the  match. 

On  pages  302-304  you  will  find  a  list  of  hard  words  for  spell- 
ing-matches. A  good  scheme  for  preparation  is  to  have  one  of 
your  team-mates  pronounce  the  words  to  you  while  you  try  to 
spell  them.  Every  time  you  miss  one,  have  your  partner  give 
you  the  correct  form  and  mark  the  word  with  a  little  pencil-dot 
that  can  be  erased  easily.  Then  study  the  words  you  are  not 
sure  about,  and  try  again. 

When  we  have  the  contest,  the  two  parties  line  up  so  that  the 
head  of  each  line,  where  the  captain  stands,  is  close  to  a  black- 
board. Each  pupil  holds  a  piece  of  crayon,  and  when  it  is  his 
turn  to  spell  he  writes  the  word  in  big,  plain  letters  on  the  board. 
As  soon  as  he  finishes  the  last  letter,  he  is  through,  right  or 
wrong.  If  he  writes  the  word  correctly,  he  goes  back  to  the 
foot,  and  the  line  moves  up.  If  he  misses,  he  takes  his  seat,  and 
the  word  is  passed  to  the  next  person  of  the  opposing  side.  The 
side  which  has  the  most  people  left  standing  at  the  end  of  the 
time  set  is  declared  winner.  If  the  score  is  three  to  two  or  two 
to  one,  the  last  moments  will  be  rather  exciting. 


164 


THE  JUNIOR  HIGHWAY 


LESSON  77  B 

Written  Composition  28 

Many  times  a  simple  sketch  makes  an  explanation  much 
easier  to  understand.  Read  the  explanation  given  below  and 
study  the  drawing.  Can  you  take  two  pieces  of  string  and  make 
the  knot  at  the  first  attempt?  Does  the  drawing  help  out  the 
explanation? 


DB3SSSSSS 


CS533XSSSS3SS 


Making  a  Sheet  Bend 

The  sheet  bend  is  one  of  the  useful  knots  which  Girl  Scouts  learn  to 
tie.  It  is  the  best  kind  of  knot  to  use  when  one  must  fasten  a  small 
cord  or  rope  to  the  end  of  a  thicker  one.  If  it  is  tied  properly,  it  will 
never  slip, 

In  making  this  knot  take  one  rope  in  each  hand.  In  the  end  of  the 
larger  rope  make  a  small  loop,  or  "bight,"  as  sailors  call  it.  Pass  the 
end  of  the  smaller  rope  up  through  the  bight  from  underneath.  Then 
pass  it  over  the  bight,  under  the  bight,  and  under  the  smaller  rope 
itself.  When  you  have  pulled  the  loops  tight,  you  will  have  a  knot 
that  is  sure  to  hold. 

Exercise.  Prepare  a  simple  written  explanation  of  how  to 
make  or  adjust  some  article  or  garment.    Your  work  in  manual 


TO  ENGLISH  165 

training  or  in  home  economics  will  suggest  good  subjects.  Il- 
lustrate your  work  by  neat  drawings  to  make  everything  per- 
fectly clear.  The  girls  must  remember  that  boys  know  nothing 
about  sewing  or  the  common  terms  used  in  dressmaking.  Simi- 
larly, the  boys  must  keep  in  mind  the  fact  that  girls  are  not 
familiar  with  the  common  words  or  tasks  of  manual  training. 
Make  everybody  understand. 


LESSON  78 

Spelling  31 

You  know  something  about  using  an  apostrophe  in  words 
like  don't  and  I'm.  These  are  shortened  forms  of  do  not  and 
/  am.  The  formal  name  of  them  is  "contractions" — which 
simply  means  "shortened  forms.' ' 

Do  you  know  exactly  how  to  make  contractions?  Or  have 
you  now  and  then  been  a  bit  confused?  The  rule  is  just  as  plain 
and  easy  as  the  rule  for  possessive  singulars:  "Put  the  apos- 
trophe where  letters  are  left  out."  The  advice  and  the  warning 
are  just  the  same  here  as  for  possessives:  "Don't  add  any  let- 
ters. Don't  change  anything.  Simply  leave  out  some  letters. 
Wherever  the  letters  are  left  out,  put  in  an  apostrophe." 

The  most  common  contractions  are  made  by  leaving  out  the 
o  in  not. 

do  +not  =  don't  has  +not  =  hasn't  is  +not  =  isn't 

did  +not  =  didn't  had  +not  =  hadn't  are  +not  =  aren't 

does  +not  =  doesn't  have  +not  =  haven't       was  +not  =  wasn't 

might  +not  =  mightn't  must  +not  =  mustn't      were  +not  =  weren't 

should  +not  =  shouldn't  would  +not  =  wouldn't  could  +not  =  couldn't 

Can  not  is  shortened  more  than  the  others,  by  leaving  out  an 
w,  as  well  as  an  o:  can't.  For  shall  not  we  leave  out  the  Z's  and 
use  only  one  apostrophe:  shan't.  The  contraction  of  will  not 
is  very  peculiar:  won't. 


166  THE  JUNIOR  HIGHWAY 

Think  once  more  of  how  ordinary  n't  contractions  are  made. 
You  simply  take  the  verb,  whatever  it  is,  and  place  n't  after  it. 
You  must  never  add  any  letter:  is -\- not  =  isn't;  was -\- not  — 
wasn't.  You  must  not  omit  any  letter  from  the  verb:  have -{-not 
—  haven't. 

The  most  important  of  these  contractions  is  doesn't.  Think 
of  does-\-not  =  doesn't.  Learn  to  say  and  write  "it  doesn't,  "he 
doesn't,"  "she  doesn't."    Think  of  oes. 

Be  ready  to  write  in  class,  promptly,  any  contractions  that 
the  teacher  may  put  into  sentences  for  you. 

Sentence  Work  32 

Separate  into  sentences  this  account  of  Barnum's  American 
Museum.  Near  the  end  you  will  find  one  subject,  "he,"  with 
three  parts  of  verbs,  pick,  put,  and  carry:  these  are  all  in  one 
sentence,  with  commas  between  them.  After  this  long  sentence 
is  one  that  has  three  verbs.  After  that  there  are  three  very 
short  ones. 

before  the  Civil  War  the  great  amusement  place  of  New  York  City 
was  P.  T.  Barnum's  "American  Museum"  in  the  windows  was  a  picture 
of  Niagara  Falls  with  a  big  stream  of  real  water  running  over  it  a  band 
played  in  the  balcony  on  the  street  every  afternoon  and  evening  inside 
the  Museum  were  many  marvels  one  was  the  "Feejee  Mermaid"  there 
were  trained  dogs,  trained  fleas,  rope-walkers,  fat  men,  dwarfs,  and 
giants  in  the  basement  were  two  whales  that  lived  in  a  big  tank  of  salt 
water. 

mr.  Barnum  had  very  clever  ways  of  advertising  his  Museum  he 
would  do  anything  to  attract  attention  once  he  rented  a  field  close  to 
the  tracks  of  the  New  York  Central  Railroad  here  he  put  an  elephant 
that  was  hitched  to  a  plow  the  keeper  of  the  elephant  was  dressed  in 
Oriental  clothes  whenever  a  train  passed  by  the  keeper  would  do  a 
little  plowing  you  can  guess  that  the  passengers  all  crowded  to  the 
windows  to  see  this  strange  sight  they  would  ask  what  in  the  world  it 
meant  the  "plowing  elephant"  was  a  glorious  success. 

once  a  hungry  tramp  asked  Mr.  Barnum  for  a  job  Mr.  Barnum  gave 
him  a  hearty  breakfast  and  said  he  would  pay  him  good  wages  can  you 
imagine  what  the  tramp's  work  was  it  was  certainly  queer  he  had  to 
place  four  bricks  on  the  sidewalk  at  street-corners  and  then  walk  from 


TO  ENGLISH  167 

one  brick  to  the  other  all  day  long  in  his  hand  he  carried  a  fifth  brick 
whenever  he  came  to  a  brick  on  the  sidewalk  he  would  stoop  down, 
pick  it  up,  put  the  other  brick  in  its  place,  and  carry  it  along  in  his 
hand  so  all  day  long  he  walked  and  picked  up  bricks  and  laid  them 
down  the  crowds  would  watch  him  they  would  talk  about  him  the 
Museum  was  advertised. 

The  Right  Forms  19 

doesn't — don't 

1.  He  doesn't  answer. 

2.  It  doesn't  surprise  me. 

3.  They  don't  speak  English. 

4.  Why  doesn't  this  tree  die? 

5.  The  stream  doesn't  flow  that  way. 

6.  Don't  you  believe  him? 

7.  His  story  doesn't  seem  true. 

8.  Doesn't  the  shoe  fit? 

9.  My  ears  don't  feel  cold. 

10.  This  pony  doesn't  kick. 

11.  This  log  doesn't  burn  well. 

12.  The  kitten  doesn't  eat  much. 

13.  Why  doesn't  this  rain  stop? 

14.  Doesn't  he  know  the  answer? 

15.  He  says  he  doesn't. 

16.  Why  don't  you  tell  him? 

17.  She  doesn't  dare  to  tell. 

18.  We  don't  go  to  school  on  Saturday. 

19.  School  doesn't  begin  for  a  week. 

20.  Doesn't  the  car  stop  here? 

21.  She  doesn't  eat  her  lunch  here. 

22.  Doesn't  the  cap  please  you? 

23.  He  doesn't  want  to  go. 

24.  Why  doesn't  she  study  more? 

25.  It  doesn't  seem  possible. 

26.  Your  excuses  don't  sound  very  good. 

27.  It  doesn't  make  any  difference  to  me. 

28.  It  doesn't  sound  quite  natural  yet. 


168  THE  JUNIOR  HIGH  WAV 

LESSON  79 

Spelling  32 
Review  Spelling  7,  page  65. 

Grammar  5 

Subjects  Separated  from  the  Verb 

Ask  "Who  or  what?"  about  this  sentence: 

The  pile  of  sticks  at  the  farther  end  of  Mrs.  Barnes's  garden  was 
burned  up. 

You  see  that  garden  is  the  object  of  of.  Therefore  it  cannot  be 
the  subject,  because  a  noun  cannot  be  a  subject  and  an  object 
at  the  same  time.  It  sounds  foolish  to  say  that  "of  the  garden 
was  burned  up."  Also  it  would  sound  silly  to  say,  "Mrs. 
Barnes's  was  burned  up."  If  the  poor  woman  had  been  burned 
to  death,  we  should  not  put  an  extra  s  to  her  name  in  telling 
about  her;  we  should  say,  "Mrs.  Barnes  was."  Neither  can 
the  noun  sticks  be  the  subject,  for  it  is  the  object  of  of.  Who  or 
what  was  burned?     The  pile  was  burned. 

Find  each  verb  and  its  subject  in  the  following  sentences. 
Be  sure  to  get  the  whole  of  a  verb  like  "could  be  felt."  Be  sure 
to  get  nothing  but  the  verb — that  is,  do  not  put  in  any  words 
like  not,  at,  far. 

Be  sure  not  to  say  that  any  object  of  a  preposition  is  a  sub- 
ject. In  some  of  the  sentences  the  subject  is  far  from  the  verb ; 
in  some  sentences  the  subject  is  just  in  front  of  the  verb;  in 
some  the  subject  is  between  parts  of  the  verb;  in  some  it  comes 
after  the  verb.    Be  careful. 

1.  This  mass  of  books  and  papers  in  his  study  was  perfectly  worth- 
less. 2.  The  scars  of  his  battles  with  the  other  shepherd-dogs  could 
be  felt  under  his  long  hair.  3.  When  was  the  step  in  front  of  the  curb 
made?  4.  The  bearings  of  an  ordinary  Swiss  watch  in  those  days 
were  not  made  of  agates.  5.  There  is  something  in  my  pocket  for 
you.  6.  "Oh,  rubbish!"  said  my  father.  7.  Had  the  water  been 
turned  off  before  five  o'clock?  8.  A  lot  of  fodder  was  being  fed  to  the 
sheep.     9.   In  front  of  the  hotel   is  a  row  of  iron  posts.     10.   No  rem- 


TO  ENGLISH  169 

nan t  of  all  those  beautiful  pillars  and  statues  was  to  be  seen.  11.  Of 
all  these  flavors  raspberry  is  the  best.  12.  A  couple  of  these  lazy  little 
donkeys  will  give  a  man  a  day's  work.  13.  With  this  apparatus  was 
a  printed  sheet  of  directions  about  setting  it  up.  14.  Did  the  looks  of 
the  dirty  tramp  make  you  afraid?  15.  The  high  wind,  in  spite  of  all 
its  fierce  howls  and  angry  blasts,  did  not  do  much  damage.  16.  After 
dusting  all  the  furniture  with  this  dirty  rag  Bridget  sat  down  for  three 
cups  of  tea.  17.  Out  of  this  boiling  mass  came  a  most  agreeable 
odor.  18.  The  height  of  the  tide  at  the  upper  end  of  the  Bay  of 
Fundy  is  sometimes  as  much  as  70  feet.  19.  What  in  the  world  were 
the  girls  thinking  of?  20.  A  little  dial  at  the  end  of  a  long  coil  of 
copper  pipe  tells  the  amount  of  steam  pressure.  21.  A  kind  of  thin 
mold  was  forming  on  the  jelly.  22.  No  amount  of  effort  will  teach 
him.  23.  That  sort  of  pupil  will  never  learn  about  the  object  of  a 
preposition.  24.  The  thought  of  failure  makes  me  very  timid. 
25.    Only  one  handful  of  raisins  was  needed  for  the  cake. 


LESSON  80 

Written  Composition  29 

Were  you  ever  embarrassed?  WTiether  you  are  sure  about 
how  to  spell  the  big,  peculiar  word  or  not,  you  have  surely  used 
it  in  talk.  Surely,  too,  you  have  had  an  experience  that  was 
decidedly  embarrassing.  An  eighth-year  girl  wrote  this  account 
of  such  a  happening.  She  called  it  My  Most  Embarrassing 
Moment. 

It  was  Sunday  morning.  As  the  church  bell  rang,  I  surveyed  myself 
in  the  mirror.  I  was  sure  that  I  would  make  a  great  impression  on  the 
congregation.  I  had  donned  my  new  blue  suit  and  my  spring  hat  for 
the  first  time.  The  little  veil  which  hung  from  the  front  of  the  hat 
seemed  to  me  to  add  a  touch  of  distinction  to  my  costume. 

As  I  mounted  the  church  steps,  I  was  confident  that  many  eyes  were 
turned  upon  me.  Perfectly  assured  of  the  effect  I  was  making,  I  was 
ushered  to  a  front  seat  in  the  gallery.  From  my  seat  I  looked  down 
on  the  heads  and  hats  below,  quite  well  satisfied  with  myself. 

As  the  collection  plate  was  passed  along  the  row,  I  suddenly  caught 
sight  of  a  hat  exactly  like  mine  across  the  aisle.  In  my  astonishment 
my  thumb  slipped  from  the  rim  of  the  collection  plate,  and  plate  and 
coins  fell  to  the  floor  with  a  terrific  clatter.    All  eyes  were  turned  upon 


170  THE  JUNIOR  HIGHWAY 

me  as  I  frantically  strove  to  regain  the  coins  that  had  rolled  about  un  der 
the  feet  of  the  people.    Imagine  my  embarrassment! 

Can  you  imagine  how  she  felt?  Have  you  ever  felt  hot  and 
cold  at  the  same  time  when  you  heard  people  snicker  over 
something  that  had  happened  to  you?  Of  course  you  have,  and 
you  will  remember  the  moment  for  years,  too.  Write  in  three 
paragraphs  the  story  of  your  most  embarrassing  moment. 
Sometimes  newspapers  give  a  prize  of  one  dollar  for  such  a 
story.    Maybe  you  can  win  a  prize  with  yours. 


LESSON  80  A 

Oral  Composition 


Plan  to  speak  on  one  of  the  following  subjects  or  a  similar 
one.  The  important  matter  is  to  make  your  hearers  understand 
exactly  what  you  mean,  so  that  they  can  follow  your  instruc- 
tions. You  will  need  to  think  out  carefully  the  proper  words 
and  expressions  to  use.  Probably  you  will  need  to  use  such 
expressions  as  horizontal,  the  upper  right-hand  corner,  etc.  Talk 
in  real  sentences,  pausing  at  the  end  of  each.  Use  words  like 
next,  now,  then,  after  this,  to  lead  from  step  to  step. 

1.  Tell  how  to  make  a  cap,  a  boat,  a  windmill,  or  some  other  toy 
by  folding  and  tearing  paper.  Explain  so  clearly  that  your  classmates 
can  make  the  article  while  listening  to  your  instructions. 

2.  Explain  how  to  spell  a  word  of  three  letters  by  the  semaphore 
code  so  clearly  that  the  other  pupils  can  do  it  after  you  finish.  Hold 
your  hands  still,  and  do  all  explaining  in  words. 

S.  Tell  how  to  make  a  figure-four  trap,  a  pair  of  skees,  a  simple 
article  of  furniture  or  a  garment,  so  that  your  teacher  or  a  pupil  can 
draw  the  parts  on  the  board  as  you  talk. 

4.  Explain  how  to  apply  a  roller  bandage  to  the  upper  arm.  Mem- 
bers of  the  class,  using  handkerchiefs  or  strips  of  paper  to  represent 
bandages,  will  do  just  what  you  tell  them  to.  Will  the  bandages  be 
put  on  properly? 


TO  ENGLISH  171 

LESSON  81 

Spelling  33 

Review  Spelling  9,  page  73,  and  Spelling  11,  page  87. 

Punctuation  3 
Commas  in  Dates 
Each  part  of  a  date  that  is  written  in  a  sentence  should  be 
separated  from  the  other  parts  by  commas. 

1.  In  April,  1906,  there  was  a  wreck  here. 

2.  On  June  12,  1814,  he  died. 

3.  The  note  was  written  on  Saturday,  January  7, 1922. 

In  the  first  sentence  there  is  a  comma  on  each  side  of  "1906." 
In  the  second  one  there  is  no  comma  between  "June"  and  "12." 
In  the  third  there  would  have  to  be  a  comma  after  "1922"  if  it 
did  not  come  at  the  end  of  the  sentence. 

Why  is  there  no  comma  in  the  next  sentence? 

In  1492  what  happened? 

There  is  only  one  item  in  the  date.  There  is  nothing  to 
separate.    There  should  not  be  any  comma. 

Punctuate  the  sentences  on  Sheet  3  of  the  "Comma  Book," 
putting  in  the  proper  commas  with  any  date,  with  yes  and  wo, 
with  nouns  of  address,  with  words  in  a  series.  Some  of  the 
sentences  do  not  need  any  commas.  Put  the  proper  mark  at 
the  end  of  each  sentence. 


LESSON  82 
Spelling  34 


You  have  been  told  about  toward  and  altogether.  They  are 
solid  words,  without  any  spaces  or  hyphens  in  them.  Look  at 
three  other  solid  words:  together,  nowhere,  without.  "The  letters 
of  together  ought  to  be  together."     When  you  write  without 


172  THE  JUNIOR  HIGHWAY 

don't  lift  your  pencil  from  the  paper;  it  is  one  solid  word.  The 
"ever"  words  are  solid:  wherever,  whenever,  however,  whoever, 
whichever,  whatever. 

Look  back  at  nowhere.  Do  you  see  any  s  on  it?  Never  say 
s,  or  write  it,  or  think  it.  How  would  it  sound  to  you  if  some- 
body asked,  "Wheres  are  you  going?"  Never  put  an  s  on  the 
where  words :  nowhere,  anywhere,  somewhere. 

Were  you  taught  in  the  fifth  grade  to  spell  February?  It  is 
in  four  syllables:  Feb-\-ru-\-a-\-ry.  How  many  different  teach- 
ers have  shown  you  Wednesday?  The  wrong  pronunciation  is 
good  medicine  for  poor  spellers:  Wed-f-nes-f-day. 

The  wrong  pronunciation  of  another  long  word  is  the  only 
way  some  people  can  learn  to  spell  it.  Think  of  ne -j- cess + a + ry . 
If  you  make  your  voice  hit  cess,  and  if  you  think  of  how  cess 
looks,  you  may  never  again  have  to  worry  about  necessary. 

If  you  can  spell  February,  you  can  almost  surely  spell  the 
other  eleven  months.  That  is  queer,  isn't  it?  If  you  can  spell 
Wednesday,  you  can  probably  spell  the  other  six  days  of  the 
week.  That  is  queer.  Something  of  that  same  sort  is  true  about 
all  spelling.  If  a  pupil  can  learn  absolutely  how  to  spell  the  six 
words  of  Section  1,  he  can  be  trusted  to  spell  ninety-five  others 
that  the  teacher  never  has  to  say  anything  about. 

Sentence  Work  33 

Separate  into  sentences  this  account  of  how  Lincoln  rode  into 
the  fairgrounds.  Put  a  comma  after  any*  clause  at  the  begin- 
ning of  a  sentence. 

The  entire  race-track  was  lined  with  all  kinds  of  wagons  and  buggies 
the  people  who  sat  in  them  had  driven  long  distances  to  hear  Lincoln 
speak  our  wagon  was  close  to  the  track  near  the  entrance  here  we  had 
to  sit  half  an  hour  and  wait  finally  we  knew  by  the  shouting  down  the 
road  that  Lincoln  was  approaching  you  never  could  guess  how  comical 
he  looked  when  he  came  through  the  gateway 

a  young  farmer  had  trained  a  pair  of  steers  to  drive  in  harness  they 
were  hitched  to  a  low  open  carriage  it  had  only  one  seat  on  it  sat  the 

•Note  for  teachers:  This  ref As  only  to  adverb  clauses.  Sometimes  it  is  well  to  show  pupils, 
if  the  question  is  raised  in  class,  that  no  comma  is  needed  after  a  noun  clause  that  begins  a  sentence. 


TO  ENGLISH  173 

driver  he  was  a  short  man  who  wore  a  wide-brimmed  soft  hat  beside 
him  sat  the  very  tall  "Abe"  Lincoln  his  high  "plug"  hat  made  him 
tower  like  a  giant  over  the  little  driver 

as  soon  as  the  people  caught  sight  of  Mr.  Lincoln  they  began  to 
cheer  him  he  tried  to  rise  and  bow  politely,  but  could  not  stand  without 
losing  his  balance  his  long  figure  would  double  up  into  a  shape  like  a 
letter  S  back  into  the  seat  he  would  tumble  with  a  bump  of  course  the 
crowd  thought  that  this  was  very  funny  everybody  was  laughing  and 
yelling 

Lincoln  laughed  too  he  decided  that  he  had  better  keep  his  seat  all 
around  that  half-mile  track  he  went,  bowing  and  smiling  and  raising 
his  hat  in  response  to  the  constant  cheering 


LESSON  83 

Written  Composition  30 

Exercise.  Carefully  examine  one  of  your  books.  Then  write 
a  two-paragraph  description  of  it  so  that  any  person  who  found 
it  would  know  it  from  all  other  books.  In  the  first  paragraph 
tell  the  outside  appearance,  the  size,  the  color,  and  the  names 
stamped  on  the  cover.  Add  to  this  information  the  material 
you  find  on  the  first  few  pages,  the  name  of  the  author  and  the 
publisher,  the  date  of  the  copyright,  etc.  In  the  second  para- 
graph tell  about  some  marked  or  torn  or  stained  places  that 
make  your  book  different  from  all  others  of  the  same  name. 
Find  as  many  of  the  trifling  differences  that  show  it  to  be  your 
book  as  you  can. 

The  Right  Forms  20 

bring — brought — have  or  has  brought 

1.  He  will  bring  the  tablet  to  you. 

2.  Who  brought  this  mud  in? 

3.  The  boys  have  brought  it  in. 

4.  Why  haven't  you  brought  your  sister? 

5.  She  ought  to  have  brought  an  umbrella. 

6.  Why  haven't  you  brought  your  overcoat? 


174  THE  JUNIOR  HIGHWAY 

7.  I  brought  a  sweater  instead. 

8.  The  teacher  brought  some  ink. 

9.  I  wish  you  had  brought  a  bucket  of  water. 

10.  Who  brought  that  basket  of  fruit? 

11.  It  was  brought  by  a  little  girl. 

12.  They  brought  the  cows  home. 

13.  We  brought  in  a  load  of  wood. 

14.  The  day  has  brought  joy  to  us. 

15.  He  brought  a  lame  dog  home  with  him. 

16.  Mother  asked  why  he  had  brought  it. 

17.  The  man  brought  a  paint  brush. 

18.  Why  have  you  brought  this  straw  in? 


LESSON  84 

Spelling  35 

See  if  you  can  look,  without  winking,  at  describe  and  see 
the  first  e  in  it.  Can't  you  learn  about  that  e  without  red 
chalk  or  a  big  E  in  white  chalk?  The  very  same  e  is  in  de- 
scription. 

You  will  find — as  always — that  a  de  word  is  much  easier 
to  remember  if  you  put  it  with  other  de  words,  like  destroy 
and  despair.  "He  describes  their  despair  when  their  crop  was 
destroyed." 

Why  not  make  this  an  "e"  lesson?  Do  you  know  about 
the  e  in  men?  There  is  the  same  e  when  you  put  wo  in  front 
of  men  and  get  women. 

What  do  you  put  on  the  end  of  an  adjective  to  show  the 
most  of  a  quality? 

dearest  sourest  quicks  livelier/ 

It  is  the  same  e  in  smallest.     It  is  the  same  in  biggest — with 
two  g's. 

There  are  going  to  be  eight  more  words  in  this  lesson.  See 
if  there  are  some  that  you  have  ever  misspelled. 


TO  ENGLISH  175 

Did  you  ever  misspell  there,  meaning  "in  that  place"? 
There  often  begins  a  sentence  and  looks  like  a  subject:  "There 
were  three  sentences  there."  Do  you  always  use  three  e's 
in  sentence?     Learn  that  little  sentence  with  eleven  e's  in  it. 

Do  you  always  put  two  e's  in  speech?  and  two  in  week? 
Think  of  "one  speech  a  week." 

Do  you  always  put  two  e's  in  the  noun  effect?  Do  you 
always  put  two  e's  in  whether?  Commit  to  memory:  "I 
don't  know  whether  it  had  any  effect."  Some  people  will  find 
that  sentence  an  antidote  against  two  bad  misspellings. 

In  the  next  sentence  there  is  a  preposition  with  two  objects: 

No  one  is  here  except  Tom  and  me. 

Do  you  always  put  the  two  e's-  in  except?  Do  you  always  put 
the  two  e's  in  enemy?  Commit  to  memory:  "The  cat  had 
no  enemy  except  the  dog." 

Probably  you  have  grown  rather  tired  of  being  asked  so 
many  times  in  one  lesson  whether  you  "always"  spell  a  certain 
way.  Spelling  is  a  matter  of  "always."  Using  the  right 
letters  in  one  class,  for  one  recitation,  may  amount  to  nothing 
at  all.  You  do  not  know  how  to  spell  a  word  unless  you  always, 
as  a  matter  of  habit,  use  those  same  letters. 

Know  all  the  memory  sentences  by  heart,  so  that  you  can 
recite  promptly  if  the  teacher  calls  for  the  sentence  about 
describe,  or  any  of  the  others. 

Grammar  6 
Pronouns  as  Subjects 

A  pronoun  is  any  word  that  is  used  in  place  of  a  noun. 
Instead  of  "Stiles  hit  the  sparrow"  we  may  say  "He  hit  it." 
In  place  of  Stiles  we  use  he,  and  in  place  of  the  sparrow  we  use  it. 

Here  are  the  pronouns  most  commonly  used  as  subjects: 
I    we    you    he    she     it    they 

These  have  a  queer  name — "personal  pronouns."  The  name 
does  not  mean  that  the  pronouns  refer  to  persons,  because 


176  THE  JUNIOR  HIGHWAY 

you  might  be  used  for  a  dog,  it  for  a  marble,  they  for  some  trees* 
"Personal"  is  simply  their  name  in  grammar. 

You  find  a  pronoun  subject  just  as  you  would  a  noun  subject 
— by  asking  "Who  or  what?" 

1.  She  never  in  all  her  born  days  had  seen  such  a  sight. 

2.  Don't  you  dare  to  speak  so. 

Who  or  what  had  seen?  She  had  seen.  Who  or  what  do 
dare?  You  do  dare.  Usually  in  a  command  like  this  the 
subject,  "you,"  is  omitted. 

1.  Run  away  now. 

2.  Dare  to  be  a  Daniel. 

In  such  sentences  the  subject  is  "you  understood." 

Find  each  verb  in  the  following  sentences  and  say  what 
its  subject  is. 

1.  Were  they  discouraged?  2.  You  can  almost  always  catch  a 
ride.  3.  Seldom  have  I  seen  such  an  early  spring.  4.  Who  are  you? 
5.  Come  again  tomorrow.  6.  Often  in  the  evening  he  would  drop  in 
for  a  call.  7.  It  was  now  running  smoothly.  8.  Do  I  look  like  a 
burglar?  9.  Think  of  the  long  summer  days.  10.  Where  can  she 
plant  the  potatoes? 


LESSON  85 

Written  Composition  31 
Here  is  a  description  which  a  boy  wrote  of  his  big  brother. 

Jim  H ,  of  the  Forty-eighth  Canadian  Highlanders,  was  a 

boy  of  a  good  five  feet  ten  inches  in  height,  and  firmly  built.  A  head 
of  coal-black  hair  appeared  above  a  boyish  face  which  was  worn  more 
or  less,  from  the  toil  of  war.  He  wore  a  khaki  tunic,  on  the  right  sleeve 
of  which  were  two  blue  service  stripes  and  a  set  of  sergeant's  chevrons. 
On  the  left  sleeve  was  a  gold  wound-bar,  which  was  about  the  size  and 
shape  of  a  match.  The  bright  brass  buttons,  the  ribbon  of  a  Military 
Medal,  and  a  belt  all  added  splendor  to  the  tunic. 

•The  name  simply  means  that  the  pronouns  show  people  or  things  that  are  speaking  (I  acd 
we,  the  "first  person ');  that  are  spoken  to  (you,  the  "second  person");  that  are  spoken  about 
(he.  she,  it,  they — the  "third  person"). 


TO  ENGLISH  17? 

The  lower  part  of  his  body  was  covered  by  a  beautiful  red-and-green 
tartan  kilt,  which  showed  two  white  knees.  A  black-and-white  spor- 
ran* hung  majestically  from  his  belt,  and  lay  in  the  exact  center  of  the 
kilt  in  front.  The  calves  of  his  legs  were  covered  by  a  pair  of  red-and- 
black  tartan  socks.  Two  bright  flashes,  that  hung  from  the  tops  of  the 
socks  on  the  outside  of  his  legs,  added  color  to  the  gay  attire.  A  pair 
of  khaki  spats  hid  the  lower  portion  of  these  socks  from  view.  On  his 
feet  were  a  pair  of  huge  hob-nailed  shoes,  which  had  seen  more  than 
one  battle  on  "Flanders  Fields." 

Even  if  you  do  not  know  the  names  of  parts  of  a  Highlander's 
dress  as  well  as  this  boy  did,  you  can  get  a  fairly  clear  picture 
of  Brother  Jim  as  he  looked  in  uniform.  Have  you  noticed 
how  much  color  there  is  in  this  picture?     It  fairly  sparkles. 

Then  it  is  worth  while  to  notice  the  orderly  way  in  which 
the  writer  presented  his  details.  First  he  told  the  general  size 
and  build  of  the  person.  Then  described  the  head.  After 
that  he  pictured  the  tunic,  with  its  sleeves,  its  buttons  the 
medal  on  the  breast,  and  the  belt.  Next  he  led  the  eye  down 
to  kilt,  sporran,  socks,  spats,  and  finally  shoes.  That  was  a 
very  good  order  to  use,  wasn't  it? 

A  good  description  must  be  orderly.  The  eye  cannot  see 
everything  at  once.  It  moves  from  place  to  place.  The 
writer  of  a  description  should  always  remember  that  he  must 
lead  the  eye  from  one  point  to  another  in  an  orderly  way. 

Exercise.  In  a  short  written  composition  describe  a  rela- 
tive or  friend.  Probably  you  cannot  make  as  bright  or  gay 
a  picture  as  the  picture  of  the  Canadian  soldier,  for  ordinary 
people  do  not  dress  in  such  striking  and  interesting  clothes. 
But  you  can  use  the  same  order.  At  the  beginning  you  can 
give  the  general  characteristics  of  the  person  that  one  would 
notice  at  the  first  glance — size,  build,  etc.  After  that  you 
can  describe  him  more  in  detail,  beginning  with  the  head  and 
face  and  moving  down  to  the  feet.  Somewhere  in  the  descrip- 
tion you  should  give  the  reader  a  hint  or  two  about  the  kind 
of  life  the  person  has  lived,  as  in  the  example  above,  the 
writer  hints  at  the  toils  of  war  and  the  mud  of  Flanders. 

*A  large,  ornamental,  fur  purse. 


178  THE  JUNIOR  HIGHWAY 


LESSON  85  A 

Written  Composition  32 

The  Highlander  described  on  pages  176-177  was  worth  look- 
ing at.  How  would  you  like  to  see  a  whole  regiment  of  men 
like  him  marching  to  music?  No  doubt  you  would  be  willing 
to  take  a  long  trip  for  so  splendid  a  sight. 

Robert  Louis  Stevenson  has  given  us  in  a  very  few  words 
a  description  of  a  marching  Highland  regiment.  Look  and 
listen  as  it  passes. 

How  I  admire  the  superb  gait  with  which  a  regiment  of  tall  High- 
landers moves  behind  its  music,  solemn  and  inevitable.  Who  that 
has  seen  it  can  forget  the  drum-major  pacing  in  front,  the  drummers' 
tiger-skins,  the  pipers'  swinging  plaids,  and  the  strange,  elastic  rhythm 
of  the  whole  regiment  footing  in  time — and  the  bang  of  the  drum, 
when  the  brasses  cease,  and  the  shrill  pipes  take  up  the  story  in  theii 
place? 

Exercise.  Write  one  paragraph  describing  one  of  the  follow- 
ing moving  pictures.  If  you  can  think  of  some  scene  not 
in  the  list,  some  time  when  you  had  a  thrill  as  you  looked  at 
a  crowd,  that  will  be  better  still. 

Get  in  some  color  and  some  sound  if  you  can,  but  the  most 
important  thing  is  action.  If  you  are  to  make  a  reader  feel 
the  action,  you  must  not  tell  a  story  leading  up  to  the  scene, 
but  must  begin  at  once,  as  Stevenson  does.  Make  the  reader 
hear  and  see  what  you  heard  and  saw  at  just  that  one  moment. 

1.  A  football  team  coming  on  the  field 

%.  A  troop  of  Boy  Scouts  starting  on  a  hike 

3.  A  troop  of  mounted  police 

4.  A  herd  of  prize  cattle  driven  through  the  street 

5.  A  portion  of  a  Memorial  Day  ceremony 

6.  The  first  band  of  a  circus  parade 

7.  The  passing  of  a  fire  engine 

8.  A  cadet  company  passing  in  review 

9.  The  finish  of  a  race 

10.   An  airplane  leaving  the  ground 


TO  ENGLISH  179 

LESSON  86 

Spelling  36 
Review  Spelling  15,  page  112. 

Sentence  Work  34 
Separate  into  sentences  this  account  of  a  woman's   hunt 
for   an   impolite   person    in    Chicago.     One    sentence    begins 
with  "but";  one  begins  with  "so." 

for  three  hours  I  had  been  trying  to  find  a  rude  person  in  Chicago 
I  had  met  only  polite  elevator-boys,  polite  women  in  alleys,  polite  men 
in  the  street-cars  everybody  had  been  polite  to  me  even  when  I  blun- 
dered into  a  shooting-gallery  the  proprietor  was  polite 

then  I  inquired  where  I  could  find  a  pawnbroker's  shop  I  was  sure 
that  some  hardhearted  man  behind  a  counter  there  would  be  unpleasant 
to  me  into  Mr.  Browne's  shop  I  walked  with  confidence  Mr.  Browne 
was  fat  and  rather  fierce-looking  also  he  looked  weary  at  last  I  was  sure 
of  being  treated  rudely  but  I  wanted  to  be  perfectly  sure  so  I  fussed 
and  chattered  in  a  tiresome  way  before  I  asked  about  pawning  my 
diamond  ring 

Mr.  Prowne  examined  the  diamond  long  and  carefully  he  inquired 
how  much  money  I  wanted  I  said  rather  snappishly  that  I  wanted  all 
I  could  get  he  shook  his  head  sadly  was  he  rude  in  replying  he  told  me 
most  pleasantly  that  I  could  get  more  money  on  the  West  Side  and 
bowed  me  politely  out  of  his  shop  is  there  an  impolite  person  in  Chi- 
cago I  couldn't  find  him. 

Separate  into  sentences  this  story  of  a  famous  baseball 
player.     The  last  sentence  begins  with  "yet-" 

the  Troy  team  had  a  little  outfielder  he  was  very  small  and  a  kind 
of  misfit  nobody  paid  any  attention  to  him  except  to  laugh  at  him  for 
being  so  small 

one  day  a  "scout"  from  the  Chicago  Cubs  happened  to  see  this 
misfit  when  he  was  called  in  from  the  outfield  to  play  second  it  happened 
on  that  very  same  day  that  the  second-baseman  of  the  Cubs  broke  his 
leg  the  captain  telegraphed  to  the  scout  the  scout  sent  the  Troy  out- 
fielder his  name  was  John  Evers 

when  Evers  first  came  out  on  the  diamond  in  Chicago  the  crowd 
laughed  no  uniform  could  be  found  that  was  small  enough  for  him  the 
trousers  of  an  ordinary  player  hung  on  his  legs  like  two  bags  the  crowd 
roared  at  the  "misfit" 


180  THE  JUNIOR  HIGHWAY 

but  Evers  didn't  worry  he  played  ball  during  the  rest  of  the  season 
(twenty-two  games)  he  played  without  a  single  error  he  batted  .300 
after  his  second  game  the  crowd  hooted  no  more  Evers  quickly  became 
the  idol  of  the  grandstand  yet  he  never  had  a  "swelled  head" 


LESSON  87 

Oral  Composition  24 

A  schoolgirl  wrote  this  theme.  Has  she  chosen  a  good 
subject?  Is  her  description  easy  to  understand?  Does  she 
follow  a  clear  plan?     Does  she  show  where  the  observer  stands? 

Our  Own  Particular  Ford 

On  first  observation  "Lizzie"  appears  to  be  an  everyday  Ford,  with 
the  usual  outstanding  feature  of  appearing  to  be  higher  than  long.  On 
looking  more  closely,  however,  one  notices  that  she  is  not  a  common 
Ford  at  all.  It  is  true  that  she  does  not  boast  of  any  extra  length,  nor 
is  she  any  less  high  than  the  common  herd  of  Fords.  But  when  you 
look  at  her  wheels,  you  see  the  first  great  distinction.  Instead  of  the 
plebeian  wooden  spokes,  "Lizzie"  has  Dayton  wire  wheels,  which  give 
a  nimbleness  to  her  aspect  in  keeping  with  her  reputation  for  puddle- 
jumping. 

If  you  walk  around  to  the  rear,  a  single  glance  will  be  enough  to  con- 
vince you  that  she  is  different.  There,  proudly  in  reserve,  is  a  fifth 
wheel,  just  like  that  of  a  costly  car.  Quite  as  conspicuous  is  the  fact 
that  "Lizzie"  does  not  have  the  three  rectangular  Ford  windows.  In 
their  place  are  two  oval  glass  ones. 

A  peep  inside  the  body  brings  out  another  difference,  small  in  itself, 
but  suggestive  of  endless  fun  on  a  camping  trip.  The  back  of  the  front 
seat  has  been  cut  and  fastened  by  hinges  in  such  a  way  that  by  simply 
removing  two  steel  pins  at  the  side,  it  can  be  let  down  to  lie  on  a  level 
with  the  back  seat.  Thus  our  Ford  can  be  transformed  into  a  com- 
fortable sleeping-car.  It  may  be  that  to  the  eyes  of  others  "Lizzie" 
seems  to  be  only  a  Ford.    To  us  she  is  in  a  class  by  herself. 

Exercise.  Plan  an  oral  description  of  an  article  that  belongs 
to  your  family.  Select  something  that,  like  "Lizzie,"  has  a 
character  of  its  owTn.  Then  bring  some  of  your  personal 
feeling  into  your  talk. 


TO  ENGLISH  181 

LESSON  87  A 

Spelling  37 

Challenge  another  class  to  a  spelling-match,*  to  be  held  in 
the  assembly  on  a  specified  date.  Let  each  pupil  make  up  a 
letter  of  challenge  which  is  defiant  and  humorous,  but  not 
discourteous.  These  letters  may  be  put  on  the  board  and 
discussed,  and  the  best  one  chosen.  The  winning  letter  can 
then  be  mailed  to  the  president  of  the  other  class. 

A  team  of  five  or  more  of  the  best  spellers  can  be  selected 
by  competition.  The  match  can  be  held  with  a  small  movable 
blackboard.  The  time  designated  may  be  fifteen  or  twenty 
minutes.  The  side  having  the  most  "players''  standing  when 
time  is  called  is  the  winner. 


LESSON  87  B 

Written  Composition  33 

Why  Is  She  There? 

Study  the  picture  of  a  girl  tied  to  a  windmill,  on  page  182. 
Who  do  you  suppose  put  her  there?  Why?  Does  she  look 
frightened?     How  would  you  feel? 

Exercise.  Compose  a  short  story  based  on  these  pictures. 
Let  your  imagination  work.  Be  careful  not  to  let  your  story 
be  longer  than  two  pages  of  theme  paper.  Writing  in  the  first 
person,  show  in  a  few  words  the  sensations  you  think  you  would 
have  while  whirling  around  a  circle  150  feet  in  diameter,  high 
above  the  earth. 

After  the  stories  are  finished  and  read,  your  teacher  may  tell 
you  the  actual  circumstances  under  which  these  pictures  were 
taken,  f 

'See  pages  302-304  for  a  list  of  words  suitable  to  use  in  spelling-matches. 
tSee  Teachers'  Manual,  Lesson  87  B. 


182 


THE  JUNIOR  HIGHWAY 


TO  ENGLISH  183 


LESSON  88 

Grammar  7 
Pronouns  like  this  and  each 
Four  common  pronouns  seem  to   "point  out"*  things  or 
persons. 

this  these  that  those 

Find  every  pronoun  used  as  a  subject  in  the  next  ten  sen- 
tences.    Some  are  personal  pronouns. 

1.  Those  in  the  other  book  were  harder.  2.  May  I  take  my  lunch 
with  me?  3.  Among  the  walnuts  was  this.  4.  Count  out  loud  up  to 
30.     5.   Doesn't  he  ever  want  to  study?     6.   That  is  the  one  for  me. 

7.  Have  you  written  a  letter  home?  8.  These  in  the  bottom  drawer 
would  be  better.  9.  Will  that  be  enough?  10.  Read  me  some  ex- 
citing story. 

Pronouns  of  another  kindf  are  the  words  like  one,  some,, 
each,  when  they  are  used  in  place  of  a  noun. 

1.  One  of  you  is  the  winner. 

2.  Each  of  us  had  his  own  pocket  money. 

3.  Some  of  them  were  deaf. 

The  subjects  of  the  verbs  cannot  be  "of  you,"  "of  us,"  "of 
them."     The  subjects  are  one,  each,  some. 

Find  each  verb  and  its  subject  in  the  following  sentences. 
Some  of  the  sentences  are  a  review  of  the  other  twro  kinds  of 
pronouns. 

1.  Some  of  the  flour  has  been  spilled.  2.  Can't  you  hear  mef^ 
3.  One  of  these  cows  gives  only  ten  quarts  of  milk  a  day.  4.  Was  this 
the  right  kind  of  sugar?  5.  WTill  anyone  help  me?  6.  Has  nobody 
found  the  answer?     7.   Each  of  you  had  better  work  at  his  own  seat. 

8.  Don't  spend  your  money  so  recklessly.  9.  During  August  I  often 
went  to  the  beach.  10.  All  of  the  parts  of  the  engine  were  spread  out 
on  the  ground.  11.  Someone  must  pay  for  this.  12.  Which  one  of 
us  do  you  want?  13.  Which  one  of  you  has  the  key?  14.  Both  of 
them  had  better  go.     15.   Either  of  those  wheels  will  do.     16.   Oh, 

♦Called  "demonstratives." 
t Called  "indefinites." 


184  THE  JUNIOR  HIGHWAY 

there  you  are!  17.  Is  any  of  this  work  useful?  18.  Each  of  the  girls 
must  have  her  share.  19.  Not  one  of  the  doctors  knew  the  cure  for 
"sleeping  sickness."  20.  Neither  of  the  tents  was  large  enough  for 
such  a  family.  21.  Does  that  help  any?  22.  Those  in  the  upper 
corner,  over  the  book-case,  ought  to  be  taken  down.  23.  Does  it 
surprise  you?  24.  One  of  them  has  a  spot  on  it.  25.  Will  one  be 
enough?     26.    Much  of  the  book  is  trash. 


LESSON  88  A 

Written  Composition  34 

In  the  following  paragraph  Washington  Irving  describes 
the  view  from  a  window  in  an  old-fashioned  English  country 
mansion.  Notice  how  the  eye  seems  to  move  from  the  house 
to  the  distant  landscape,  and  then  back  again  for  a  closer 
look  at  the  objects  near  at  hand.  What  time  of  day  is  it? 
What  season  of  the  year  is  it? 

The  window  of  my  chamber  looked  out  upon  what  in  summer  would 
have  been  a  beautiful  landscape.  There  was  a  sloping  lawn,  a  fine 
•stream  winding  at  the  foot  of  it,  and  a  tract  of  park  beyond,  with  noble 
•clumps  of  trees  and  herds  of  deer.  At  a  distance  was  a  neat  hamlet, 
with  the  smoke  from  the  cottage  chimneys  hanging  over  it,  and  a 
church  with  its  dark  spire  in  strong  relief  against  the  clear,  cold  sky. 
The  house  was  surrounded  with  evergreens,  according  to  the  English 
custom,  which  would  have  given  almost  an  appearance  of  summer, 
but  the  morning  was  extremely  frosty;  the  light  vapor  of  the  preceding 
-evening  had  been  precipitated  by  the  cold,  and  covered  all  the  trees 
and  every  blade  of  grass  with  its  fine  crystallizations.  The  rays  of 
a,  bright  morning  sun  had  a  dazzling  effect  among  the  glittering  foliage. 
A  robin,  perched  upon  the  top  of  a  mountain  ash  that  hung  its  clusters 
■of  red  berries  just  before  my  window,  was  basking  himself  in  the 
sunshine,  and  piping  a  few  querulous  notes;  and  a  peacock  was  dis- 
playing all  the  glories  of  his  train,  and  strutting  with  the  pride  and 
gravity  of  a  Spanish  grandee  on  the  terrace  walk  below. 

Exercise.  Write  a  description  of  a  view  from  a  window. 
Show  plainly  the  season  and  the  time  of  day.  Lead  the  eye 
-about  your  picture  in  an  orderly  way.  Bring  in  touches  of 
color,  and  movement. 


TO  ENGLISH  185 

LESSON  89 

Spelling  38 

Every  day  in  the  United  States  15,000,000  young  people 
go  to  school.  They  probably  write  the  word  stopped  2,000,000 
times  every  day.  They  probably  misspell  the  word  about 
100,000  times  a  day. 

Were  you  so  interested  in  the  big  figures  that  you  forgot 
to  notice  how  to  spell  stopped?  The  word  dropped  has  the 
same  pair  of  letters — yes,  a  doubled  letter.  Now  can  you 
guess  how  to  put  the  ed  on  the  verb  drag?  You  must  double 
the  g — dragged.  It  would  be  just  the  same  with  plan:  you 
must  double  the  n — planned.  You  must  double  the  b  of 
grab — grabbed.     You  must  double  the  r  of  stir — stirred. 

Don't  hastily  get  a  wrong  idea  about  doubling  letters  before 
ed.  You  have  not  been  told  to  double  always.  This  lesson 
is  about  just  a  few  common  verbs  like  stop.  They  end  in  a 
single  consonant — like  b  or  g  or  m  or  r.  In  front  of  this  one 
consonant  there  is  only  one  vowel — a  or  e  or  i  or  o  or  u. 

Write  out  the  ed  forms  of  the  following  verbs.  Each  ends 
in  a  single  consonant,  with  only  a  single  vowel  before  it. 


can 

slam 

jar 

war 

jut 

net 

pet 

hem 

rip 

dip 

whir 

sin 

mop 

flop 

hop 

pop 

slur 

shun 

hum 

drum 

The  word  stopped  is  as  important  as  all  the  rest  of  the  lesson 
put  together. 

Grammar  8 
Singular  Verb  with  Singular  Pronoun 

The  words  one,  each,  either,  neither  refer  to  one  person  or 
thing.  With  them  we  use  the  verbs  that  refer  to  one  person 
or  thing:   is,  was,  has,  looks,  does,  etc. 


186  THE  JUNIOR  HIGHWAY 

1.  Each  tool  has  its  own  place.  2.  Each  is  in  its  place.  3.  Each 
girl  has  her  own  locker.  4.  Each  has  his  own  hobby.  5.  Either  one 
of  you  seems  able  to  mow  the  lawn.  6.  Neither  of  you  cleans  his  shoes 
properly.     7.   Neither  of  them  was  willing  to  spoil  his  new  clothes. 

8.  Each  of  you  must  do  his  share. 

In  the  sentences  above  notice  the  pronouns  that  refer  to 
each  tool,  each  girl,  each,  one,  neither.  For  each  separate  tool 
we  use  its;  for  each  individual  girl  we  use  her;  for  each  or  one 
or  either  or  neither  we  use  its  or  his.  If  we  refer  to  each  person 
in  a  class  of  boys  and  girls,  or  in  a  crowd  of  men  and  women, 
we  use  his. 

Everyone  has  to  take  his  own  lunch  to  the  picnic. 

Fill  each  blank  in  the  following  sentences  with  a  singular 
verb  or  a  singular  pronoun. 

1.  Everyone glad  to  do share.  2.  Each  of  the  chil- 
dren   making own  garden.     3.    Neither  of  them 

quick  enough  to  keep hat  from  blowing  away.     4.  Every  cow 

a  bell  on neck.    5.  Each  of  us building own 

playhouse  in  a  tree.     6.   Everyone going  to  carry share 

of  the  lunch.     7.   Neither  of  the  girls to  lose chance  of 

winning  the  prize.     8.   Either  of  us willing  to  do  the  errand. 

9.  Each  one to   do part  in  entertaining.     10.   No  one 

failed  to  write  theme  this  morning.     11.   Everyone 

own  idea  about  the  mystery. 


The  Right  Forms  21 
his — her — their 

1.  Give  the  boys  their  hats. 

2.  Give  each  boy  his  hat. 

3.  Tell  every  girl  to  keep  her  seat. 

4.  Each  pupil  must  bring  his  notebook. 

5.  Let  everybody  go  his  own  way. 

6.  All  the  people  have  their  own  ideas. 

7.  Each  teacher  has  his  own  room. 

8.  Every  trooper  cares  for  his  own  horse. 


TO  ENGLISH  187 

9.  Everyone  may  take  his  pen  and  paper. 

10.  Each  guest  must  provide  his  own  bedding. 

11.  The  children  have  their  tickets  to  the  show. 

12.  Everybody  has  his  seat  selected. 

13.  Have  all  of  you  brought  your  dimes? 

14.  Has  everybody  dropped  in  his  nickel? 

15.  Each  one  has  given  his  talk. 

16.  Every  pupil  has  received  his  card. 

17.  His  own  town  suits  each  person  best. 

18.  Neither  of  the  girls  has  given  her  answer. 

19.  All  the  players  have  turned  in  their  suits. 

20.  Both  girls  have  closed  their  books. 

21.  Not  a  single  one  missed  her  turn. 

22.  Each  took  fifteen  minutes  of  his  lunch  hour  for  it. 


LESSON  90 

Written  Composition  35 

Here  is  a  story  that  was  written  by  a  boy  eleven  years  old. 
Be  ready  to  tell  what  you  think  of  it.  Can  you  find  in  it  any 
groups  of  words  that  are  not  sentences?  Does  the  writer 
use  any  words  that  you  have  never  used  in  a  composition? 
What  are  they? 

The  Mad  Dog 

As  I  came  down  the  hill  on  my  bicycle,  I  noticed  a  strange  emptiness 
about  the  road  in  front  of  the  village  store.  I  soon  saw  the  cause. 
There  in  the  middle  of  the  road  was  a  huge  black  dog,  with  foam  stream- 
ing from  his  mouth.  "Mad  dog!"  was  my  first  thought,  and  my  fears 
were  not  quieted  when  I  saw  the  neighboring  trees  hanging  full  of  town 
loafers,  terrified  by  the  brute  that  was  raging  around  below.  One 
fellow,  I  remember,  was  standing  on  top  of  the  town  pump,  shrieking 
for  help. 

But  this  was  no  time  to  think  of  funny  things.  I  could  not  turn  back, 
and  to  make  matters  worse,  the  dog,  uttering  a  horrid  growl,  started 
for  me.     I  pedaled  furiously,  skidded  to  one  side,  and  tore  on.     My 


188  THE  JUNIOR  HIGHWAY 

friend,  recovering  from  his  momentary  surprise,  turned  and  followed  in 
a  sort  of  lope,  as  if  not  in  a  hurry  to  overtake  me,  but  determined,  just 
the  same. 

We  reached  the  top  of  another  little  hill  and  started  down,  gaining 
speed  all  the  time.  Thus  far  I  could  keep  ahead  of  him,  but  when  I 
came  to  the  bottom  of  this  hill,  another  one  loomed  in  front  of  me. 
I  must  climb  it  to  escape  him.  This  was  obviously  impossible,  and  I 
had  about  given  up  hope,  when  suddenly  another  opening  presented 
itself.  In  the  valley  between  the  two  hills  was  a  little  wood  road. 
Down  this  I  turned  with  the  speed  of  a  hunted  rabbit. 

Soon  we  came  flying  out  into  the  cemetery,  between  the  quiet  graves. 
I  suddenly  threw  myself  off  my  wheel  and  ran  for  the  nearest  tomb- 
stone, which  seemed  higher  than  the  rest.  I  reached  the  foot,  and  had 
scrambled  up  in  about  three-fifths  of  a  second.  No  one  who  has  not 
spent  three-fifths  of  a  second  scrambling  up  cold  marble  can  even 
imagine  how  long  it  seemed.  I  gained  the  top  and  looked  down.  The 
dog  gathered  himself  for  a  spring,  and  I  realized  with  displeasure  how 
small  my  tombstone  seemed.  He  sprang — I  woke  up  suddenly  to 
find  myself  balancing  precariously  on  the  footboard  of  my  bed. 

Exercise.  Write  a  brief  story  with  a  surprise  ending.  You 
may  use  a  dream  with  its  sudden  awakening  if  you  wish,  but 
there  are  other  ways  of  bringing  in  a  surprise  at  the  close. 
Did  you  ever  read  the  delightful  little  story  by  O.  Henry  called 
The  Gift  of  the  Magi?  Perhaps  your  teacher  can  tell  you 
where  to  find  it.  It  ends  in  a  most  amazing  way.  Another 
story  the  ending  of  which  will  amaze  you  is  The  Lady  or  the 
Tiger ■,  by  Stockton.  Many  pupils  have  enjoyed  testing  their 
ingenuity  by  writing  another  ending  for  this  story.  You  might 
like  to  try  to  solve  the  puzzle  yourself. 


LESSON  91 

Spelling  39 


Review  Spelling  26,  page  153. 

Did  your  arithmetic  teacher  ever  show  you  how  to  spell 
divide?  Did  you  ever  see  divide  in  a  book?  It  has  two  t's. 
Do  you  ever  use  the  word  definite?     If  you  never  used  it, 


TO  ENGLISH  189 

so  much  the  better;  for  you  can  learn  it  right  to  start  with. 
It  has  two  i's.  Many  older  people  wish  that  when  they  were 
young  someone  had  taught  them  a  piece  of  nonsense  like 
"With  my  two  eyes  I  see  definite  and  divide  with  their 
two  i's." 

In  your  class  there  is  some  pupil  who  thinks  he  knows  all 
about  definite,  and  yet,  before  the  year  is  over,  will  write 
definite  with  one  i.  Wait  and  see  if  there  is  not.  Try  not  to  be 
this  "one  i"  person. 

Can  you  spell  final?  Probably  you  can,  but  look  again  to 
make  sure — one  i  and  one  a  and  no  other  vowels. 

Do  you  know  how  to  put  ly  on  the  end  of  an  adjective? 
Probably  you  do.  You  can  write  sweet,  sweetly;  cross,  crossly; 
peevish,  peevishly;  hurried,  hurriedly. 

Now  comes  the  big  question.  Can  you  put  ly  on  final? 
Possibly  you  cannot.  Try  it.  Look  away  from  the  book  and 
write.  .  .  .  Have  you  two  Z's?  You  should  have,  for  one  I 
and  one  I  are  two  Z's — finally. 

The  same  is  true  of  real.  The  I  in  real  plus  the  I  in  ly  must 
amount  to  two  Z's — really. 

The  same  kind  of  arithmetic  for  natural  gives  naturally. 

If  in  the  same  way  you  add  one  and  one  you  will  get  two 
Z's  in  general + ly  =  generally. 

Can  you  spell  usual?  A  great  many  pupils  cannot  spell  it. 
You  will  see,  if  your  eyes  don't  wink,  that  there  is  a  u,  then 
another  u,  then  an  a:  usual.  Write  it  out  now,  steadily  and 
slowly. 

Look  at  the  two  Z's  in  carefully.  Can  you  explain  how  both 
of  them  got  there?  In  the  same  way  explain  how  many  Z's 
there  will  be  if  you  add  ly  to  usual.  Pupils  usually  learn  this 
quickly  enough  at  their  seats  and  recite  easily  in  the  next 
recitation.  Then  a  peculiar  thing  happens:  a  month  later 
several  of  the  class  will  go  back  to  the  same  old  wrong  form. 
Spelling  is  full  of  strange  stories.  You  do  not  know  how  to 
spell  a  word  unless  you  can  always  spell  it  right  when  you  are 
thinking  about  something  else. 


190  THE  JUNIOR  HIGHWAY 

Punctuation  4 
Commas  in  Addresses 

Each  part  of  an  address  that  is  written  in  a  sentence  should 
be  separated  from  other  parts  by  commas.  In  each  of  the  next 
sentences  there  are  commas  on  both  sides  of  the  name  of  the 
state. 

1.  Boise,  Idaho,  is  a  busy  town. 

2.  At  Titusville,  Florida,  there  is  a  large  packing-house. 

There  may  be  three  parts  of  an  address. 

Our  home  is  at  87  Mentor  Road,  Cleveland,  Ohio. 

You  will  see  that  there  is  no  comma  between  the  number  and 
the  name  of  the  street. 

See  how  the  parts  are  separated,  and  how  commas  are  used 
on  both  sides,  in  these  combinations  of  dates  and  addresses. 

1.  George  Westinghouse  was  born  at  Central  Bridge,  New  York, 
October  6,  1846. 

2.  On  July  25,  1814,  at  Killingworth,  England,  Stephenson  ran  his 
first  locomotive  nine  miles. 

Punctuate  the  first  ten  sentences  on  Sheet  4  of  the  "Comma 
Book,"  being  careful  to  put  in  commas  with  the  dates  and 
addresses  just  as  you  have  been  shown.  Look  for  any  ques- 
tions, nouns  of  address,  etc.  Never  use  a  comma  unless  you 
have  had  a  definite  rule. 

The  Right  Forms  22 
drive — drove — have  or  has  driven 

1.  He  drove  a  spike  into  the  tie. 

2.  We  have  driven  the  sheep  in. 

3.  Have  you  ever  driven  an  automobile? 

4.  He  has  driven  two  stakes. 

5.  The  wolves  were  driven  away. 

6.  I  had  driven  the  black  team. 

7.  He  has  driven  a  truck  all  summer. 


TO  ENGLISH  101 

8.  We  ought  to  have  driven  more  carefully. 

9.  Have  you  driven  the  nails  straight? 

10.  The  spear  was  driven  deep  into  the  ground. 

11.  She  had  driven  away  without  him. 

12.  The  dog  has  driven  the  cows  home. 

13.  The  snow  has  driven  into  the  tent. 

14.  This  post  cannot  be  driven  any  deeper. 

15.  How  can  a  tack  be  driven  into  iron? 

16.  We  had  driven  into  the  stable. 

17.  They  drove  twenty  miles. 

18.  Have  you  driven  over  this  road  before? 


LESSON  91  A 

Oral  Composition  25 
Paragraphs  with  "Self-Starters" 

Read  this  paragraph,  which  tells  the  tasks  King  Arthur 
undertook  soon  after  he  was  crowned. 

Then  King  Arthur  set  himself  to  restore  order  throughout  his  king- 
dom. To  all  who  would  submit  and  amend  their  evil  ways  he  showed 
kindness;  but  those  who  persisted  in  oppression  and  wrong  he  removed, 
putting  in  their  places  others  who  would  deal  justly  with  the  people. 
And  because  the  land  had  become  overrun  with  forest  during  the  days 
of  misrule,  he  cut  roads  through  the  thickets,  that  no  longer  wild  beasts 
and  men,  fiercer  than  the  beasts,  should  lurk  in  their  gloom,  to  the 
harm  of  the  weak  and  defenseless.  Thus  it  came  to  pass  that  soon  the 
peasant  plowed  his  fields  in  safety,  and  where  had  been  wastes,  men 
dwelt  again  in  peace  and  prosperity.* 

If  you  observe  this  paragraph  closely,  you  will  see  that  it  is 
all  a  sort  of  explanation  of  the  first  sentence.  Of  course,  not 
all  paragraphs  are  built  up  in  this  way  from  a  "topic  sentence"; 
yet  this  is  a  very  good  kind  of  paragraph,  and  a  kind  that  is 
easy  to  make.  The  "topic  sentence',  expresses  a  general 
idea  which  each  of  the  following  sentences  helps  to  develop. 

♦From  Junior  High  School  Literature,  Book  One. 


192  THE  JUNIOR  HIGHWAY 

Exercise.     In  a  carefully  planned  oral  paragraph  build  up 
the  idea  expressed  in  one  of  the  * 'self-starter"  sentences  below. 

1.  How  we  did  work  that  morning!  (Tell  in  the  right  order  the 
things  which  you  and  somebody  else  did  on  some  very  busy  morn- 
ing that  you  remember.  Use  words  like  first,  soon,  after  that, 
next.) 

2.  I  was  unlucky  with  that  dress  (or  suit)  from  the  first  time  I  wore 
it.  (Add  the  details  of  bad  fortune  that  occurred  in  connection 
with  a  garment.) 

3.  It  seemed  as  if  everything  possible  happened  to  make  me  late  to 
school.  (Tell  about  a  morning  when  everything  went  wrong. 
Perhaps  you  started  by  breaking  a  shoestring.) 

4.   is  one  of  the  most  peculiar  looking  persons  I  know. 

(Build  up  a  paragraph  by  giving  the  details  of  the  person's  ap- 
pearance, including  his  clothes.) 

5.  A  good  soaking  rain  is  badly  needed  now.  (Describe  the  condi- 
tion of  the  streets,  the  crops,  the  streams,  etc.) 

6.  "All  the  signs  foretold  a  winter  long  and  inclement."  (See  what 
you  can  do  with  this.  Possibly  somebody  in  the  class  can  tell 
where  to  find  the  rest  of  it.) 

7.  There  is  one  poem  that  I  like  better  than  any  other.  (Tell  the 
reasons.) 

8.  The  most  delightful  pet  I  ever  had  was .     (Describe  the 

creature  and  tell  why  it  was  delightful  as  a  pet.) 


LESSON  92 

Spelling  40 

Review  Spelling  27,  page  157. 

Grammar  9 
Pronouns  as  Objects  of  Prepositions 

You  have  seen  many  pronouns  that  were  the  object  of  of. 
Pronouns,  like  nouns,  are  often  the  objects  of  prepositions. 

1.  That  is  beyond  me. 

2.  It  looks  like  him. 
8.   Send  it  to  her. 

4.   Turn  toward  them. 


TO  ENGLISH  193 

Sometimes  two  pronouns  are  the  object  of  the  same  prepo- 
sition. 

1.  Sit  between  him  and  me. 

2.  He  wants  to  go  with  you  and  me. 

3.  She  is  looking  at  you  and  him. 

Find  each  pronoun  that  is  the  object  of  a  preposition  in  the 
sentences  below. 

1.  May  I  go  with  them?  2.  Which  of  us  ought  to  talk  with  them? 
3.  I  will  try  to  find  out  about  that.  4.  Is  there  some  hard  feeling 
between  you  and  him?  5.  All  the  blame  is  laid  on  me.  6.  Without 
this  you  will  be  cold.  7.  Is  there  a  call  for  us?  8.  There  are  presents 
enough  for  all.  9.  Almonds  were  put  into  some  of  it.  10.  There 
are  still  some  stones  below  those.  11.  The  snow  fell  on  him  and  me. 
12.  The  Camp  Fire  Girls  came  after  us.  13.  The  confetti  fell  upon 
everybody.  14.  The  minister  is  pointing  toward  you  and  me.  15.  A 
feeling  of  joy  came  over  me  when  I  looked  at  him.  16.  Let's  put 
a  blanket  over  one  of  them.  17.  Below  me  the  crowd  hurried  on. 
18.  Can  you  connect  me  with  him?  19.  I  believe  I  will  walk  around 
it.  20.  The  president  counts  on  her  and  me.  21.  You  ought  not 
to  talk  like  that. 

Pronouns  and  Nouns  as  Subjects 

Find  every  verb  in  the  following  sentences — "the  whole 
verb,  and  nothing  but  the  verb."  Tell  what  noun  or  pronoun 
is  the  subject  of  each. 

1.  Just  at  the  end  of  the  hour  she  finished  her  theme.  2.  Would 
your  expensive  watch  have  kept  any  better  time?  3.  Through  the 
fog  could  be  seen  the  masts  of  a  schooner.  4.  Are  you  coming  home 
tonight?  5.  We,  for  all  this  bragging  about  ourselves,  are  not  much 
better  off.  6.  Over  this  mat  of  cotton-batting  was  laid  a  cover  of 
Irish  linen.  7.  The  millions  of  rats  in  the  wharves  of  New  Orleans 
were  being  made  very  miserable.  8.  Have  they  been  cheated  by  the 
grocer?  9.  Will  there  be  any  way  to  get  across?  10.  Those  in  the 
rear  seats  of  the  largest  movie  theaters  really  see  best.  11.  You  in 
the  sixth  grade  may  not  have  known  any  better.  12.  Would  Monte 
Carlo  be  a  more  attractive  town?  13.  The  chandelier  might  have 
been  broken  in  the  mad  scuffle.  14.  With  this  herd  of  does  was  one 
old  buck.  15.  It  will  be  spouting  out  a  lot  of  steam  pretty  soon. 
16.   A  few  of  the  plums  at  the  bottom  of  the  basket  had  been  bruised. 


194  THE  JUNIOR  HIGHWAY 

17.  Can  my  voice  be  heard  in  the  back  of  the  room?  18.  At  the  end 
of  the  bit  is  a  little  pointed  screw.  19.  In  the  center  of  a  baseball 
will  be  found  a  core  of  cork  or  rubber.  20.  On  the  top  shelf  there  is 
some.     21.  In  that  case  you  would  be  throwing  your  money  away. 

22.  Anyone  with  half  an  eye  in  his  head  could  have  seen  that. 

23.  The  wire  in  this  old  fence  around  the  wood-lot  had  grown  rusty. 

24.  Have  any  of  you  seen  the  box  of  chalk?  25.  There  was  a  bored 
look  on  his  face. 


LESSON  93 

Written  Composition  36 

A  true  description  of  a  room  ought  to  tell  us  something 
about  the  character  of  the  person  who  lives  in  it.  What  sort 
of  person  lives  in  this  room?  See  if  you  can  decide  what  kind 
of  life  he  has  led,  about  how  old  he  is,  and  what  he  looks  like. 
Is  he  fond  of  music?     What  is  his  favorite  hobby? 

The  interior  of  his  cottage  was  fitted  up  in  truly  nautical  style. 
A  hammock  was  slung  from  the  ceiling,  but  lashed  up  in  the  daytime, 
so  as  to  take  up  but  little  room.  From  the  center  of  the  chamber 
hung  a  model  of  a  ship.  Two  or  three  chairs,  a  table,  and  a  large 
sea-chest  formed  the  principal  movables.  About  the  wall  were  stuck 
up  naval  ballads,  intermingled  with  pictures  of  sea-fights.  The 
mantelpiece  was  decorated  with  sea-shells.  Over  these  hung  a  quad- 
rant, flanked  by  two  wood-cuts  of  most  bitter-looking  naval  com- 
manders. His  implements  for  angling  were  carefully  disposed  on 
nails  and  hooks  about  the  room.  On  a  shelf  was  arranged  his  library, 
containing  a  work  on  angling,  much  worn,  a  Bible,  covered  with 
canvas,  an  odd  volume  or  two  of  voyages,  a  nautical  almanac,  and  a 
book  of  songs. 

You  do  not  need  to  be  much  of  a  detective  to  tell  something 
about  the  man  who  lives  in  that  room.  No  doubt  you  could 
write  a  description  of  him,  or  invent  the  story  of  his  past  life. 

Exercise.  Describe  in  a  written  composition  the  room  of  an 
athletic  boy  of  twelve,  or  of  a  lively  girl  of  about  the  same  age. 
Write  complete  sentences,  not  too  long.  Don't  use  a  bare 
was  too  often.     Notice  some  of  the  terms  used  in  the  description 


TO  ENGLISH  195 

of  the  angler's  cottage.  Observe  such  expressions  as  was  slung , 
were  stuck  up,  was  decorated  with,  flanked  by,  were  disposed  on, 
was  arranged.  Try  to  think  of  other  expressions  to  use  instead 
of  a  mere  was.  A  few  such  words  are  stood,  lay,  occupied,  were 
strewn  about,  etc. 


LESSON  94 
Spelling  41 


You  had  a  lesson  in  spelling  stopped,  stirred,  and  other  words 
of  the  same  kind.  The  final  letters  must  be  doubled  in  just 
the  same  way  before  ing:  stopping,  stirring,  running,  hitting, 
shutting,  cutting. 

Turn  back  to  Spelling  38,  page  185,  and  write  out  the  20 
verb  forms  in  ing. 

Punctuation  5 

Punctuate  the  sentences  on  Sheet  5  of  the  "Comma  Book." 
This  exercise  is  a  general  review  of  all  that  you  have  learned 
about  using  commas,  periods,  and  question  marks. 


LESSON  94  A 

Oral  Composition  26 

If  you  have  read  any  detective  stories,  you  know  that  de- 
tectives succeed  in  their  work  by  noticing  little  matters  that 
most  people  fail  to  observe.  For  example,  a  good  detective 
might  be  able  to  tell  a  great  deal  about  the  family  that  lives 
in  a  house  by  looking  at  the  outside  of  the  house.  Did  you 
ever  try  this  sort  of  detective  work? 

Exercise.  Give  an  oral  description  of  the  outside  of  a  small 
cottage.  Mention  signs  about  the  house  and  yard  which  show 
that  a  very  poor  family,  with  several  children,  lives  there. 


196  THE  JUNIOR  HIGHWAY 

LESSON  95 

Grammar  10 

You  have  learned  that  words  like  to  go,  to  ridey  to  be,  to 
borrow  are  not  verbs.  They  give  us  the  name  of  some  action* 
but  they  do  not  say  that  anybody  does  it.  Read  through  this 
series  of  "to"  words  and  see  what  it  sounds  like. 

to  have  a  lot  of  money  and  to  buy  a  big  car  and  to  eat  all  the  candy 
you  want  and  not  to  have  to  ask  Father  for  anything 

That  is  a  pleasant  lot  of  ideas,  but  there  is  no  statement  that 
any  person  has  all  this  money;  for  there  is  no  verb.  The  group 
of  words  is  not  a  sentence. 

Sometimes  the  to  is  not  repeated,  but  is  understood  after 
the  first  one. 

to  have  a  lot  of  money  and  buy  a  car  and  eat  candy 

Buy  and  eat  look  like  verbs;  they  might  be  verbs.  But  here 
they  are  only  "to"  words. 

You  have  learned  that  no  "ing"  word,  by  itself,  can  be  a 
verb. 

a  boy  walking  down  the  street,  whistling  loudly,  not  hearing  his 
mother  calling 

We  get  ideas  of  what  the  boy  is  doing,  but  there  is  no  statement. 
There  is  no  verb  like  was  walking.  The  group  of  words  is  not 
a  sentence. 

Find  all  the  verbs  and  "to"  words  and  "ing"  words  in  the 
following  groups.  If  a  group  has  no  verb,  it  is  not  a  sentence; 
if  it  has  a  verb  it  is  a  sentence.  Decide  whether  each  group 
is  a  sentence  or  not. 

1.  Rubbing  my  sore  elbow  with  some  hot  liniment.  2.  To  back 
the  car  carefully  up  to  the  curb  at  the  right  angle.  3.  We  were  slid- 
ing gradually  into  a  little  bush.  4.  To  tell  your  fortune  by  turning 
over  cards  and  looking  at  the  lines  in  your  palm.     S-  The  shoe  is 


TO  ENGLISH  197 

being  repaired.     6.  Holding  his  chin  in  his  hand  and  scowling  terribly. 

7.  Looking  into  the  empty  barrel  to  see  the  ends  of  the  firecrackers. 

8.  He  was  wearing  his  father's  moccasins.  9.  Are  you  keeping  ac- 
count of  the  stamps?  10.  In  the  whole  house  there  was  not  a  single 
fork.  11.  To  compare  the  two  wrestlers  and  try  to  guess  the  winner. 
12.  At  bed-time  to  say  his  prayers  before  getting  into  bed.  13.  By 
giving  it  a  push  and  sending  it  over  the  bank.  14.  After  all,  to  have 
a  quiet  time  at  home.  15.  While  swallowing  the  hot  tea  in  thirsty 
gulps.  16.  After  stumbling  over  a  chair  in  the  dark  and  crashing 
into  the  center-table.  17.  Not  to  know  any  better  than  to  chew 
gum  while  talking  to  his  grandmother.  18.  Then  I  had  a  sensation 
of  falling  about  3000  feet  in  a  second.  19.  No,  you  are  not  going 
to  be  president  of  the  United  States.  20.  After  looking  at  the  neat 
room  he  was  satisfied.  21.  After  whispering  to  me  to  show  her  the 
slate  and  let  her  see  the  example.  22.  Going  by  the  "Indian  Trail" 
and  returning  along  the  eastern  side  of  the  island.  23.  In  the  dark 
hours  of  the  early  morning  to  collect  all  the  dirty  cups  and  saucers 
and  wash  them  and  arrange  them  neatly  on  the  shelves.  24.  To  be 
utterly  rattled  by  a  visitor  and  forget  everything  you  ever  knew. 
25.  After  flourishing  his  pen  over  the  paper  a  few  times  he  hastily 
scribbled  his  name.  26.  After  melting  the  lead  in  a  steel  kettle  and 
pouring  it  into  the  molds.  27.  Seizing  a  chair,  she  thrust  it  between 
them.  28.  To  decorate  a  Christmas  tree  by  putting  dozens  of  little 
electric  lights  on  it  and  hanging  strings  of  popcorn  and  colored  paper 
on  the  branches.  29.  Far  away  down  the  slope,  standing  with  both 
hands  above  his  head,  stood  the  Apache  boy,  gazing  in  the  opposite 
direction.  30.  Now  it  is  my  turn.  31.  Eating  all  alone  in  that 
gorgeous  restaurant,  with  two  haughty  waiters  to  do  every  little 
thing  like  pouring  some  more  water  or  putting  some  more  mushrooms 
on  the  steak.  32.  Telling  me  in  a  shrill  voice  all  about  her  rings  and 
earrings  and  bracelets  and  chains  and  strings  of  precious  stones. 
33.  To  look  for  a  job  instead  of  staying  at  home  and  waiting  for  a  job 
to  come  and  ring  the  doorbell.  34.  To  ride  in  such  a  crowded  trolley 
was  too  much  for  the  nervous  lady.  35.  Saving  the  child's  pennies 
by  putting  them  into  a  tin  box  with  a  chain  around  it.  36.  Begin- 
ning right  is  half  the  battle.  37.  To  begin  right  and  never  go  wrong 
after  that.  38.  Winifred,  in  a  spotless,  new,  white  sweater,  being 
splashed  in  that  way  by  a  careless  chauffeur.  39.  Major  Lovejoy, 
looking  neither  to  right  nor  left,  was  gazed  at  with  wonder  by  all  the 
small  boys.  40.  At  the  end  of  the  summer,  after  working  like  a  slave 
for  sixty-nine  days,  to  have  in  the  bank  only  $47.  41.  It  is  not. 
42.  A  house  that  had  stood  through  the  storms  of  ninety  winters 
without  ever  being  painted. 


198  THE  JUNIOR  HIGHWAY 

LESSON  96 

Oral  Composition  27 

When  you  try  to  tell  another  person  how  to  take  a  certain 
position  which  requires  a  little  skill,  you  have  a  task  that  will 
make  you  use  words  to  the  best  of  your  ability.  Officers  in 
the  United  States  Army  spent  years  in  working  out  the  plainest 
and  clearest  explanation  of  the  position  of  the  soldier  at  at- 
tention. It  was  changed  many  times,  until  now,  as  it  stands 
in  the  drill-books,  this  explanation  seems  to  be  practically 
perfect,  and  so  plain  that  even  an  ignorant  soldier  can  under- 
stand it.  Notice  how  carefully  the  words  are  chosen,  and  how 
the  positions  of  parts  of  the  body  are  given  in  order.  It 
begins,  naturally,  by  telling  how  to  place  the  feet.  If  a  boy 
will  stand  before  the  class  and  obey  each  of  the  instructions 
as  it  is  read  to  him,  we  can  prove  whether  the  explanation  is 
a  good  one. 

1.  Heels  on  the  same  line  and  together. 

2.  Feet  turned  out  equally,  and  forming  an  angle  of  about  forty- 
five  degrees. 

3.  Knees  straight  without  stiffness. 

4.  Hips  level  and  drawn  back  slightly;  body  erect  and  resting 
equally  on  the  hips;  chest  lifted  and  arched;  shoulders  square  and 
falling  equally. 

5.  Arms  and  hands  hanging  naturally;  thumb  along  the  seam  of 
the  trousers. 

6.  Head  erect  and  squarely  to  the  front;  chin  drawn  in  so  that  the 
axis  of  the  head  and  neck  is  vertical;  eyes  straight  to  the  front. 

7.  Weight  of  the  body  resting  equally  on  the  heels  and  the  balls 
of  the  feet. 

Turn  to  the  description  of  a  soldier  on  page  176  and  tell 
how  it  is  different  from  this  explanation  in  the  order  which 
it  uses.  The  order  of  one  is  just  as  good  as  that  of  the  other, 
but  the  two  pieces  of  work  are  intended  for  entirely  different 
purposes.  Good  order  of  parts  is  just  as  important  in  ex- 
planation as  in  description.     It  is  necessary  to  make  those 


TO  ENGLISH  199 

who  read  or  listen  to  our  explanations  understand  exactly 
what  we  are  telling  them. 

Exercise.  Prepare  an  oral  explanation  of  how  to  perform 
one  of  the  feats  mentioned  below.  In  every  one  of  them  a 
great  deal  depends  upon  the  position  of  the  body.  Practice 
until  you  are  sure  you  make  the  best  possible  explanation. 

1.  How  to  stand  when  batting 

2.  Taking  the  proper  position  at  the  piano 

3.  How  to  stand  and  hold  the  flag  for  wigwag  signaling 

4.  Throwing  a  foul  in  basketball 

5.  Saving  a  drowning  person 

6.  How  the  football  center  should  take  position  for  a  long  pass 

7.  Using  a  scythe 

8.  How  to  tread  water 

9.  How  a  golfer  makes  a  long  drive 
10.  How  to  hold  the  violin  and  the  bow 

The  Right  Forms  23 
drink — drank — have  or  has  drunk 

1.  The  dry  earth  drank  the  rain. 

2.  The  child  hasn't  drunk  his  milk. 

3.  He  has  drunk  too  much  ice- water. 

4.  Who  drank  all  that  lemonade? 

5.  Deer  drank  from  this  pond  then. 

6.  Has  this  horse  drunk  any  water? 

7.  I  never  drank  from  a  better  spring. 

8.  Have  I  drunk  from  the  right  bucket? 

9.  The  soldiers  drank  hot  coffee. 

10.  They  had  drunk  none  for  five  days. 

11.  The  travelers  had  drunk  no  water  that  day. 

12.  I  drank  the  last  drop  in  my  canteen. 

13.  He  has  drunk  four  cups  of  tea. 

14.  Just  now  he  drank  a  fifth  one. 

15.  I  could  not  have  drunk  so  much. 

16.  We  had  eaten  and  drunk  our  fill. 


200  THE  JUNIOR  HIGHWAY 

LESSON  97 

Spelling  42 

Review  Spelling  31,  page  165. 

How  many  years  ago  were  you  told  in  school  about  ied  for 
verbs?  It  is  not  so  hard  as  ies,  but  sometimes  it  needs  a  little 
attention  in  the  seventh  and  eighth  years.  Turn  back  to 
Spelling  11,  page  87,  and  write  out  the  ied  form  of  every 
verb  spoken  of  there — like  cried,  tried,  etc. 

Learn  three  el  words  today:  level,  nickel,  angel.  Of  course 
there  are  many  other  words  in  el,  but  these  are  the  commonest 
ones.  Most  pupils  can  spell  level.  More  than  half  the  pupils 
in  the  country  can  spell  nickel  with  an  el.  But  angel  is  different. 
It  is  a  hard  word.  Some  people  will  never  be  certain  of  the 
spelling  unless  they  put  it  with  another  el  in  a  nonsense  sentence: 
You  can  buy  a  picture  of  an  angel  for  a  nickel." 

People  used  to  say,  "It  is  three  of  the  clock."  They  left 
out/  and  the.  Where  these  letters  were  left  out,  an  apostrophe 
was  put  in.     So  we  must  always  write  6 'clock. 

Punctuation  6 
Commas  with  Appositives 

A  noun  that  is  set  alongside  another  noun  to  explain  it  is 
called  an  "appositive."  It  should  have  a  comma  on  each 
side. 

1.  Merkle,  the  first-baseman,  fumbled  the  bunt. 

2.  McLoughlin,  a  Californian,  was   defeated   by   Williams,    the 
Harvard  player. 

3.  New  York,  the  second  largest  city  in  the  world,  has  a  popula- 
tion of  over  five  million. 

Of  course  there  is  no  comma  after  player,  because  it  is  the  end 
of  a  sentence.  You  see  that  the  appositive  player  is  modified 
by  Harvard. 


TO  ENGLISH  201 

There  may  be  several  words  with  an  appositive.  The 
whole  group  is  surrounded  by  commas,  thus: 

4.  Their  cottage,  a  frame  building   about  eighteen  feet  square, 
was  lifted  bodily. 

Pronouns  may  be  in  apposition. 

5.  Please  pass  the  smallest  one,  the  one  on  your  left. 

Punctuate  the  sentences  on  Sheet  6  of  the  "Comma  Book,'* 
putting  in  the  proper  commas  with  the  appositives.  In  three 
of  the  sentences  there  is  no  appositive. 


LESSON  98 

Letters  17 
Order  Letters 


When  you  write  a  letter  ordering  goods,  you  should  be  careful 
to  make  clear  exactly  what  you  want.  If  the  merchant  has 
to  guess,  it  is  likely  that  you  will  not  be  satisfied.  Sometimes 
you  will  need  to  specify  colors,  sizes,  catalog  numbers,  prices, 
etc.  It  is  a  good  plan  to  study  the  descriptions  and  instruc- 
tions about  ordering  that  appear  in  the  catalog  or  adver- 
tisement, and  then  to  put  the  necessary  matter  in  your 
letter. 

When  you  are  about  to  write  an  order  letter,  you  should  ask 
yourself  two  questions. 

1.  Shall  I  send  the  money  in  stamps,  by  postal  or  express 
money-order,  or  by  bank  draft? 

2.  Do  I  want  these  goods  shipped  by  mail,  parcels  post, 
express,  or  freight? 

Study  the  first  letter  on  page  202.  Notice  the  form  and 
position  of  all  the  parts.  Does  this  letter  give  all  necessary 
particulars? 


202  THE  JUNIOR  HIGHWAY 

Leigh  ton,  Pa. 
September  15,  1919 

Schulman  Music  House 

23  Gilbert  Street 

Philadelphia,  Pa. 

Gentlemen : 

I  am  inclosing  a  bank  draft  for  $5.20  (five  dollars  and  twenty  cents). 

Please  send  me  by  express  the  following  records: 

Angel's  Serenade  (Braga) — McCormack-Kreisler,  89103 $2.00 

Beautiful  Days  Waltz  (Falco)—  Pietro,  17551 .85 

Annie  Laurie  (Scott)  Soprano — Melba,  88551 1.50 

Hiawatha  Two  Step  (Moret) — Sousa's  Band,  17252 85 

$5.20 
Yours  very  truly, 

W.  J.  Kimball 

The  C.  O.  Deaton  Sporting  Goods  Co.,  171  Forbush  Street, 
Boston,  Mass.,  advertises  the  following  articles.  They  pre- 
pay the  mail  or  express  charges  on  all  orders. 

Perfection  casting  rods — $4.75  each 
High-quality  steel  casting  rod — $3.00 
Double-multiplying,  nickel-plated  reel  (50  yard) — $1.65 
50  yards  of  good  braided  casting-line — $1.35 

The  Striped  Demon  baits,  one  kind  for  trout  and  another  for 
bass — 75  cents  each 

Exercise.  Write  an  order  for  at  least  three  of  these  items. 
Do  not  forget  to  state  the  'form  in  which  the  money  is  sent. 
Fold  the  letter  to  envelope  size,  and  address  the  outside  of 
the  fold. 


LESSON  98  A 

Letters  18 

Suppose  that  you  are  a  business  man.  It  is  nine  o'clock 
in  the  morning.  You  have  just  come  into  your  office,  sat 
down  at  your  desk,  and  begun  to  read  the  mail  that  has  arrived. 
You  pick  up  an  envelope  which  has  a  very  unpleasing  appear- 
ance.    The  stamp  has  been  put  on  at  an  angle.     The  address 


TO  ENGLISH  203 

has  been  scrawled  with  a  scratchy  pen.  The  envelope  bears 
the  smudges  made  by  fingers  that  are  none  too  clean.  Inside 
that  envelope  you  find  this  letter.  What  is  your  opinion 
of  the  writer  as  you  read? 

Gilman,  Kansas 
October  5,  1920 
Shotter  and  Sons 

Gilman 
Dear  Sirs: 

I  was  told  that  you  wanted  a  boy  to  clerk  in  your  store,  so  I  thought 
I  would  apply.  I  am  14  yrs.  of  age.  I  am  now  going  to  high  school, 
but  do  not  think  I  will  be  in  school  much  longer,  for  I  think  I  am 
wasting  time  there,  and  I  want  to  get  into  a  business  and  earn  money. 
I  could  get  a  job  on  a  farm  that  belongs  to  my  uncle,  but  think  I  would 
like  to  work  in  a  store  better.  It  would  not  make  much  difference 
what  kind  of  work  I  did,  but  I  would  like  to  get  off  Sat.  afternoons. 

If  you  can  give  me  a  job  at  $15  dollars  a  week  or  a  little  better, 
you  can  call  me  up  at  my  house  about  six  o'clock  any  evening.  Then 
I  can  come  down  and  we  can  talk  the  matter  over.  Probably  I  would 
have  stayed  in  school,  but  the  principal  has  not  given  me  a  square 
deal,  and  my  mother  will  tell  you  so  if  you  ask  her.  I  am  very  sure 
that  I  will  be  a  good  clerk  in  your  store,  because  I  like  to  dress  well 
and  have  a  strong  personality.  Please  let  me  know  soon  if  you  can 
use  me. 

Yours  truly, 

Frank  Mitchell 

P.  S.  I  would  like,  if  I  could,  to  get  my  clothes  at  wholesale 
prices,  too. 

Let  the  members  of  the  class  discuss  this  letter.  Give  as 
many  reasons  as  you  can  why  it  is  the  wrong  kind. 

On  page  204  we  have  another  letter  of  application.  It  is  a 
very  great  deal  better  than  the  first  one,  though  it  is  far 
from  perfect.  If  you  were  an  employer,  and  were  obliged  to 
choose  between  the  two  applicants,  you  would  not  hesitate 
long.  Yet  there  is  one  thing  about  the  sentences  of  the  second 
letter  that  makes  them  seem  a  little  too  much  alike.  Who  can 
find  this  fault? 


204  THE  JUNIOR  HIGHWAY 

121  East  Reynolds  Street 
Fulton,  Wisconsin 
June  20,  1921 
C.  B.  Williams  and  Co. 
14  Third  Avenue 
Fulton 
Gentlemen : 

Having  seen  your  advertisement  in  the  Tribune  for  an  office  boy, 
I  apply  for  the  place. 

I  am  fifteen  years  old,  and  have  just  finished  the  eighth  grade.  I 
write  a  good,  plain  hand,  and  have  received  almost  the  highest  grades 
in  my  class  in  arithmetic.  I  can  also  use  a  typewriter,  though  not 
very  fast.  Last  summer  I  worked  as  office  boy  in  the  office  of  the 
Canning  and  Preserving  Company,  and  refer  you  to  Mr.  R.  D.  Siple 
as  to  my  work  there. 

I  also  give  for  reference  Mr.  Joseph  H.  Grier,  principal  of  the 
Grant  School,  and  Miss  Mary  Taylor,  teacher  of  arithmetic. 

I  shall  be  very  glad  to  call  for  a  personal  interview  if  you  wish  to 
have  me  do  so. 

Very  truly  yours, 

Kenneth  Schuyler 

Prepare  to  give  your  opinions  on  these  questions: 

What  matters  should  be  mentioned  in  a  letter  of  application? 

Might  it  be  well  for  the  writer  of  a  letter  of  application 
to  give  his  telephone  number? 

Would  it  be  a  good  plan  to  inclose  a  photograph? 

Should  one  say  anything  about  the  salary  or  wages  expected? 

What  kinds  of  persons  should  be  given  as  references? 

Why  is  it  advisable  to  state  the  education  and  experience 
of  the  writer? 

Should  such  a  letter  be  long  or  short?     Wby? 

Wbat  kind  of  stationery  do  you  think  should  be  used  in 
applying  for  a  position? 

Should  a  letter  of  this  kind  be  typewritten,  or  in  your  own 
handwriting?     Why? 

Should  an  applicant  seem  confident  or  timid  about  his 
ability? 

If  you  were  writing  such  a  letter,  what  mistakes  would  you 
need  to  look  out  for? 


TO  ENGLISH  205 

LESSON  98  B 

Letters  19 

Exercise.  Supposing  yourself  to  be  a  high-school  graduate 
and  sixteen  years  old,  write  a  letter  of  application  in  reply 
to  one  of  these  advertisements.  Fold  the  letter  and  place 
it  in  a  properly  addressed  envelope.  Imagine  that  you  really 
want  the  place.     Think  of  some  city  not  far  from  your  home. 

GIRL — OFFICE:  16  years  old;  high-school  education;  must  be 
quick  at  figures  and  able  to  write  a  good  hand.  Salary  $12.  Give 
references  and  state  training  and  experience  fully.     J.  C.  266,  Tribune. 

BOY— OFFICE  WORK:  16  to  18  years  old;  high-school  graduate; 
with  large  manufacturing  concern.  Splendid  opportunity  for  ad- 
vancement. Salary  $12  a  week  at  start.  Apply  in  your  own  hand- 
writing, giving  qualifications  and  references.  Address  B.  E.  570, 
Tribune. 


SUMMARY  OF  MINIMUM  ABILITY  FOR  MID-YEAR 
PROMOTION 

1.  Of  Part  I.  The  pupil  should  show  a  mastery  of  the 
principles  of  Part  I.  Many  of  the  lessons  of  Part  II  furnish 
a  review  and  continuation  of  the  material  of  Part  I — e.  g.,  no 
new  principles  of  sentence  work  are  introduced,  but  extended 
exercises  of  somewhat  greater  difficulty  are  furnished  in 
Lessons  75-78.  The  same  method  is  used  for  spelling  and  for 
some  elements  of  grammar  (see  below)  and  for  punctuation. 

2.  Spelling.  The  pupil  should  have  mastered,  by  frequent 
review,  the  endings  of  y  verbs  (26,  page  153;  42,  page  200) 
and  of  y  nouns  (27,  page  157).  He  should  be  able  to  form 
the  contractions  of  verbs  with  not  (31,  page  165),  to  double 
the  final  consonants  of  verbs  (38,  page  185;  41,  page  195), 
and  to  write  with  two  Z's  such  adverbs  as  finally,  really,  natur- 
ally, generally,  usually,  carefully  (39,  page  188).  He  should 
be  able  to  spell  the  following  words  in  dictated  sentences: 
bear,  tear,  wear,  break,  great,  just,  catch,  new,  something,  road 
(27,  page  157) ;  together,  without,  the  solid  ever  words,  the  solid 
where  words,  February,  Wednesday,  necessary  (34,  page  171); 
describe,  description,  despair,  destroy,  women,  the  superlative  of 
adjectives,  there,  sentences,  speech,  week,  effect,  whether,  except, 
evening  (35,  page  174) ;  divide,  definite,  final,  level,  nickel,  angel, 
o'clock  (42,  page  200). 

3.  Grammar.  The  early  lessons  in  grammar  are  merely 
review  and  continuation  (in  more  explicit  form)  of  the  "Sen- 
tence Work"  lessons  of  Part  I.  By  the  middle  of  the  eighth 
year  the  pupil  should  recognize  readily  nouns  (l,  page  150) 
and  pronouns  (6,  page  175;  7,  page  183);  should  be  able  to 
distinguish  readily  between  verbs  and  verbals  (10,  page  196), 
and  to  find  the  subject  of  any  verb  in  a  principal  clause  (2, 
page  153;  5,  page  168;  6,  page  175;  9,  page  192).  He  should 
be  able  to  explain  the  use  of  nouns  and  pronouns  as  objects 
of  prepositions  (3,  page  158) ;  to  use  the  accusative  of  pro- 
nouns with  prepositions  (9,  page  192) ;  to  explain  appositives 

206 


TO  ENGLISH  207 

(Punctuation  6,  page  200);  and  to  use  the  singular  pronoun 
and  verb  to  refer  to  each,  neither,  etc.  (8,  page  185). 

4.  Punctuation.  In  addition  to  the  requirements  of  Part  I, 
the  pupil  should  be  able  to  use  readily  in  dictated  sentences 
the  comma  in  a  series  (2,  page  156),  with  dates  (3,  page  171), 
with  addresses  (4,  page  190),  and  with  appositives  (6,  page  200). 

5.  Oral  Composition.  Thus  far  Part  II  has  attempted 
to  develop  in  a  progressive  way  the  principles  taught  in  Part  I 
rather  than  to  add  new  ones.  It  is  evident,  then,  that  at  this 
stage  the  pupil  should  be  held  responsible  for  more  careful 
observance  of  the  essentials  of  Part  I,  as  extended  in  Part  II. 
Oral  composition  should  now  display  increased  skill  in  the  use 
of  connectives  and  in  the  orderly  arrangement  of  parts.  Ex- 
planations of  simple  processes  should  now  be  given  much  more 
effectively  than  at  the  close  of  Part  I,  judging  by  the  under- 
standing of  the  listeners.  Correctness  in  speech  should  have 
been  aided  by  reviews  of  the  "Right  Forms,"  and  the  knowl- 
edge should  be  growing  rapidly  into  habit. 

6.  Written  Composition.  It  cannot  be  expected  that  all 
pupils  can  show  marked  ability  to  write  narrative  that  is 
especially  lively  or  diverting,  or  description  that  has  much 
mood  or  atmosphere.  Some  can  display  these  graces,  and  these 
should  be  encouraged;  but  care  and  correctness  in  form  and 
organization  are  as  much  as  we  can  demand  for  promotion. 
The  passing  pupil  should  be  able  to  write  themes  of  from  one 
to  four  short  paragraphs  which  are  precisely  right  in  form,  and 
which  show  the  effectiveness  that  results  from  following  a 
clear  time  or  space  order.  Quotation  marks  should  be  used 
infallibly.  The  principles  of  punctuation  which  have  been 
drilled  upon  should  be  habitually  observed  in  themes. 

7.  Dictionary  Work.  The  pupil  should  be  tested  as  to  his 
ability  to  use  the  dictionary  efficiently.  It  will  be  unsafe  to 
assume  that  all  are  able  to  alphabetize  or  to  understand  the 
meanings  of  commonly  used  dictionary  symbols.  Consequently 
tests  based  on  the  dictionary  lessons  in  Part  I  should  be  given 
to  determine  whether  pupils  have  the  essential  knowledge. 


THE  JUNIOR  HIGHWAY 


TO  ENGLISH  £09 

LESSON  98  C 

Written  Composition  37 

Any  pupil  who  learns  a  little  about  the  sufferings  of  Armenia, 
and  what  our  country  did  to  relieve  them,  will  always  be  glad 
of  his  knowledge.  It  is  a  stirring  chapter  of  history  and  full 
of  meaning  for  the  future. 

Put  yourself  in  the  place  of  one  of  the  Armenian  children  who, 
as  shown  in  the  picture  on  page  208,  have  formed  themselves 
into  letters  to  say  thank  you  to  the  Near  East  Relief  Association. 
In  a  written  composition  explain  why  the  Armenians  were 
grateful,  how  they  formed  the  letters  and  the  star,  and  how 
they  arranged  to  be  photographed. 


LESSON  99 

Spelling  43 


Have  you  ever  seen  words  that  end  in  lieve?  One  of  them 
is  very  common.  It  is — are  you  looking  carefully? — believe. 
Another  one  has  the  same  i  followed  by  the  same  e,  relieve. 
The  nouns  have  the  same  ie — belief,  relief.  "This  belief  was 
a  relief  to  the  thief." 

The  point  of  today's  lesson  is  that  the  i  comes  first.  There 
are  dozens  and  dozens  of  such  words,  in  which  i  comes  before 
e:  'piece,  field,  fierce.  We  are  not  going  to  learn  dozens,  but 
will  simply  look  at  a  few. 

No  one  of  them  is  so  common  or  so  important  as  believe. 
Make  a  sentence  in  which  you  put  both  believe  and  relieve. 
Be  ready  to  give  it  in  class  if  the  teacher  calls  for  it.  Can  you 
make  a  sentence — a  short  one  easy  to  remember — in  which 
you  put  believe,  relieve,  and  piece?  If  anybody  in  your  class 
can  make  such  a  sentence  and  put  it  on  the  board,  he  will 
be  teaching  spelling.  It  might  be  a  good  plan  for  him  to 
draw  an  arrow  pointing  to  the  i  that  comes  before  e.     Or  he 


210  THE  JUNIOR  HIGHWAY 

might  print  a  big  IE  in  each  word.  The  teacher  will  be  glad 
to  hear  of  any  way  you  can  think  of  to  stamp  "i  before  e" 
in  the  mind  of  everybody. 

Before  you  go  to  class,  be  sure  that  you  can  spell  answer, 
with  a  w  after  the  s. 

Is  there  room  in  your  mind  to  store  two  more  e  words? 
One  is  interest.  The  other  is  benefit.  "Are  you  interested 
in  the  two  e's  in  benefit?** 

Grammar  11 

Predicate  Nominative 

In  the  sentences  below  you  will  see  that  the  noun  after  the 
verb  means  the  same  thing  as  the  subject  and  explains  the 
subject.     Such  nouns  are  called  "predicate  nominatives.* * 

1..  A  note  is  a  promise  to  pay. 

2.  The  men  of  this  gang  were  Mexicans. 

3.  The  sword-fish  is  a  fierce  creature. 

4.  These  covered  wagons  were  called  "prairie  schooners." 

5.  The  canary  was  named  Tootsie. 

6.  She  had  once  been  a  clerk  in  a  bank. 

7.  You  may  be  a  senator  some  day. 

8.  A  hundred  dollars  seemed  a  small  price. 

9.  A  tiger  is  only  one  kind  of  cat. 

In  each  of  the  nineteen  sentences  below  there  is  a  noun 
after  the  verb.  Decide  whether  it  is  a  subject  or  a  predicate 
nominative. 

1.  The  fellows  in  our  party  were  mostly  boys  from  Maine. 
2.  Their  new  house  is  a  little  cement  building.  3.  The  candlestick  was 
a  solid  mass  of  beaten  gold.  4.  Inside  these  lines  there  was  safety. 
5.  A  carburetor  is  an  apparatus  for  mixing  air  and  vapor.  6.  These 
smokestacks  had  been  the  cause  of  much  complaint.  7.  You  might 
have  been  an  experienced  stenographer  by  this  time.  8.  In  the  dog's 
mouth  was  the  same  old  bone.  9.  The  pickets  at  the  White  House 
were  women.  10.  He  may  be  the  boss  some  day.  11.  The  loss  of 
his  money  was  a  great  blow  to  him.  12.  A  race-horse  is  a  rather  use- 
less animal.  13.  Was  there  any  fur  inside  the  collar?  14.  In  this 
deserted  valley  there  had  once  been  ten  thousand  people.     15.  Among 


TO  ENGLISH  211 

these  letters  was  a  photograph  of  himself.  16.  That  would  have 
been  a  pleasant  surprise.  17.  The  old  man  became  a  perfect  child 
in  some  ways.  18.  These  figures  beyond  the  dot  are  called  decimals. 
19.  At  such  a  time  a  rifle  would  have  been  a  very  handy  weapon. 

The  Right  Forms  24 
ride — rode — have  or  has  ridden 

1.  Who  rode  with  you? 

2.  My  sister  rode  with  me. 

3.  Have  you  ridden  far? 

4.  We  have  ridden  forty  miles. 

5.  I  have  ridden  in  an  airplane. 

6.  He  had  ridden  his  horse  into  the  water. 

7.  You  might  have  ridden  in  the  back  seat. 

8.  Has  this  colt  ever  been  ridden? 

9.  Only  the  cowboys  have  ridden  him. 

10.  The  messenger  had  ridden  all  night. 

11.  Have  you  ever  ridden  in  a  locomotive? 

12.  The  family  had  ridden  in  the  wagon. 

13.  She  ought  to  have  ridden  the  bay  pony. 

14.  He  has  ridden  his  wheel  all  winter. 

15.  I  haven't  ridden  a  motorcycle  since  that  day. 

16.  The  boy  had  ridden  for  a  doctor. 


LESSON  100 

Written  Composition  38 

In  Whittier's  Snow-Bound  is  a  picture  of  a  winter  fireside 
which  you  probably  know.  It  is  good  enough  to  be  read 
many  times. 

Shut  in  from  all  the  world  without, 
We  sat  the  clean-winged  hearth  about, 
Content  to  let  the  north-wind  roar 
In  baffled  rage  at  pane  and  door, 
While  the  red  logs  before  us  beat 
The  frost-line  back  with  tropic  heat; 


212  THE  JUNIOR  HIGHWAY 

And  ever,  when  a  louder  blast 
Shook  beam  and  rafter  as  it  passed, 
The  merrier  up  its  roaring  draught 
The  great  throat  of  the  chimney  laughed; 
The  house-dog  on  his  paws  outspread 
Laid  to  the  fire  his  drowsy  head; 
The  cat's  dark  silhouette  on  the  wall 
A  couchant  tiger's  seemed  to  fall; 
And,  for  the  winter  fireside  meet, 
Between  the  andiron's  straddling  feet, 
The  mug  of  cider  simmered  slow, 
The  apples  sputtered  in  a  row, 
And,  close  at  hand,  the  basket  stood, 
With  nuts  from  brown  October's  wood. 

Exercise.  Read  this  description  over  several  times.  As 
you  read,  try  to  imagine  the  sights  and  the  sounds.  Notice 
the  action  in  the  verbs.  See  if  you  can  feel  something,  too. 
Then  close  your  book,  and  describe  the  scene  in  your  own 
words.  Write  short,  complete  sentences.  Don't  use  the 
verbs  was  and  were  too  often.  Whittier  avoided  them  al- 
together. 

LESSON  101 

Spelling  44 

Review  Spelling  34,  page  171. 

Instead  of  writing  "I  have"  we  may  leave  out  the  h  and  the  a, 
and  put  in  an  apostrophe:  I've. 

Instead  of  the  w  and  the  i  in  "I  will"  we  could  put  an  apos- 
trophe, and  so  have  I'll.  Remember  that  no  letters  are  added 
for  a  contraction.  We  merely  put  an  apostrophe  where  some 
letters  are  omitted. 

Instead  of  "I  am"  we  can  write  I'm.  From  "I  should"  we 
might  take  out  five  letters — quite  a  subtraction! — and  put 
one  little  apostrophe  to  fill  the  big  hole — I'd. 

That  is  not  saying  that  we  ought  to  make  such  contractions 
in  a  composition.  They  should  be  used  only  when  we  need  to 
show  how  people  spoke  rapidly. 


TO  ENGLISH  213 

Tell  how  the  following  contractions  were  made:  they're, 
we're,  you're,  you've,  we'll. 

Many  times  in  the  spelling  sections  you  have  seen  the  word 
probably.  Have  you  really  seen  it — seen  each  letter?  Do 
you  know  that  there  are  two  b's? 

Have  you  ever  misspelled  since?  It  is  not  a  hard  word, 
but  it  is  worth  looking  at  to  be  sure. 

The  same  can  be  said  for  quite — as  in  "He's  quite  well  again." 
"It's  quite  a  long  distance." 

There  are  no  good  words  to  pair  with  these  three.  Some 
persons  remember  probably  by  saying  that  it  is  the  "bably" 
word.  You  might  think  of  "since  he  is  sincere.'9  If  you 
know  that  requite  means  "to  pay  back,"  you  can  say,  "I 
can't  quite  requite  you." 

Punctuation  7 

Punctuate  the  sentences  on  Sheet  7,  putting  in  every  comma 
that  is  called  for  by  the  rules  you  have  had.     You  must  think  of : 

1.  Yes  and  no.  4.   Dates  and  addresses. 

2.  Nouns  of  address.  5.   Appositives. 

3.  Words  in  a  series.  6.   Periods  and  question  marks. 


LESSON  102 

Grammar  12 
Adjectives 
A  word  that  describes*  a  noun  or  pronoun  is  an  adjective. 

1.  a  wide  porch  7.  some  muddy  wheels 

2.  his  strong,  brown  arms  8.  a  noisy  room 

3.  your  funny  answer  9.  the  bright  sunshine 

4.  a  six-cylinder  car  10.  I  am  lucky 

5.  the  tall  steeple  11.  the  ripe  ones 

6.  a  hot,  sultry  day  12.  a  better,  safer  way 

*This  is,  of  course,  not  a  definition.     The  way  in  which  all  adjectives  "modify"  is  explained 
in  Lesson  111. 


214  THE  JUNIOR  HIGHWAY 

In  each  of  the  following  sentences  there  are  three  adjectives 
with  nouns.  Find  each  and  prepare  to  recite  thus :  "High  is  an 
adjective.     It  describes  the  noun  ridges." 

1.  A  pretty  girl  in  a  blue  cap  sat  in  the  last  seat.  2.  Solon  tossed 
up  huge  forkfuls  of  the  sweet  hay  into  the  dusty  barn.  3.  A  good, 
safe  foundation  could  be  made  out  of  this  slippery  sand.  4.  On  the 
far  side  of  the  stream  were  the  young  calves,  which  dreaded  the  plunge 
into  the  swift  brook.  5.  Delicious,  glossy,  sweet-looking  raisins  are 
shown  in  the  picture.  6.  The  jury  of  good  and  true  men  sat  deliber- 
ating a  long  time.  7.  Why  not  use  a  non-burning  paint  that  has  a 
good  appearance  and  is  a  positive  barrier  against  fire?  8.  A  copper 
wire  was  put  through  a  small  opening  and  was  insulated  by  means  of 
a  rubber  tube.  9.  A  similar  product  is  now  made  at  our  new  factory 
by  an  entirely  different  process.  10.  The  net  income  of  this  huge 
corporation  is  now  filed  in  the  secret  records  of  the  Department  of 
Justice. 

Predicate  Adjectives 

We  have  studied  nouns  used  as  predicate  nominatives 
to  explain  the  subjects.  Adjectives  are  used  in  the  same  way 
to  describe  the  subject.  When  so  used,  they  are  called  "predi- 
cate adjectives." 

1.  The  winter  days  are  short. 

2.  The  pineapple  tasted  good. 

3.  His  voice  sounds  hoarse. 

4.  That  seems  queer. 

5.  The  snow  actually  felt  warm. 

6.  A  cheer  at  that  time  would  have  been  wrong. 

In  each  of  the  next  twenty  sentences  there  is  a  word  after 
the  verb.  Decide  whether  it  is  a  subject,  a  predicate  nomi- 
native, or  a  predicate  adjective. 

1.  Henry  was  full  of  fun.  2.  Dorothy  looked  angry.  3.  Your 
statement  sounds  attractive  to  me.  4.  On  the  next  corner  stood  a 
laundry.  5.  Tapa  is  a  kind  of  cloth.  6.  When  will  there  ever  be 
any  time  for  such  fooling?  7.  To  her  sensitive  nose  the  milk  seemed 
sour.  8.  The  clover  smells  good  to  me.  9.  Is  he  well  now?  10.  In 
union  there  is  strength.     11.  At  the  bottom  of  the  well  was  a  lot  of 


TO  ENGLISH  215 

deadly  gas.  12.  Up  the  whole  height  of  this  narrow  tower  goes  a 
flight  of  winding  stairs.  13.  The  nursery  will  be  the  place  for  such 
romping.  14.  The  boy's  movements  were  very  slow.  15.  Mr. 
Corcoran  was  a  man  of  his  word.  16.  A  "reticule"  was  a  hand-bag 
carried  by  ladies.  17.  The  United  States  is  a  democracy.  18.  Our 
new  car  is  a  sedan.  19.  A  slap  in  the  face  would  have  been  the 
proper  answer.     20.   In  the  top  drawer  was  a  box  of  pencils. 


LESSON  103 


Written  Composition  39 
A  Curious  Experiment 

When  this  little  book  was  being  written,  a  certain  man  said 
that  eighth-year  pupils  could  not  understand  a  paragraph 
in  which  Stevenson  tells  about  the  odors  of  the  sea  and  the 
odors  of  the  forest.  He  believed  that  the  words  were  too  hard 
for  young  people  to  understand,  and  that  the  description 
would,  as  he  put  it,  "go  clear  over  their  heads."  Maybe 
you  will  like  to  try  the  passage,  and  see  just  how  much  of  it 
you  can  get.  How  high  over  7/owr  head  does  it  go?  How  many 
of  those  hard  words  are  too  much  for  you? 

Surely  of  all  smells  in  the  world,  the  smell  of  many  trees  is  the 
sweetest  and  most  fortifying.  The  sea  has  a  rude,  pistoling  sort  of 
odor,  that  takes  you  in  the  nostrils  like  snuff,  and  carries  with  it  a 
fine  sentiment  of  open  water  and  tall  ships,  but  the  smell  of  a  forest, 
which  comes  nearest  to  this  in  tonic  quality,  surpasses  it  in  many 
degrees  by  the  quality  of  softness.  Again,  the  smell  of  the  sea  has 
little  variety,  but  the  smell  of  the  forest  is  infinitely  changeful;  it 
varies  with  the  hour  of  the  day,  not  in  strength  merely,  but  in  char- 
acter; and  the  different  sorts  of  trees,  as  you  go  from  one  zone  of  the 
wood  to  another,  seem  to  live  among  different  kinds  of  atmosphere. 
Usually  the  resin  of  the  fir  predominates.  But  some  woods  are  more 
coquettish  in  their  habits;  and  the  breath  of  the  forest  of  Mormal, 
as  it  came  aboard  upon  us  that  showery  afternoon,  was  perfumed 
with  nothing  less  delicate  than  sweetbrier. 

This  is  a  different  sort  of  assignment  from  any  that  you 
have  had.     Try  your  best,  even  though  you  are  afraid  you 


216  THE  JUNIOR  HIGHWAY 

may  not  do  very  well.  Remember  some  odors  which  in  your 
memory  connect  themselves  with  one  of  the  places  mentioned 
below,  or  another  which  you  like  better.  Write  a  short  de- 
scription in  which  you  try  to  put  your  memory  into  words. 
Make  your  reader  feel  as  you  do. 

1.  The  back  door  of  a  farmhouse  at  five- thirty  a.  m. 

2.  The  river  bank  in  August 

3.  An  evening  early  in  May 

4.  The  greenhouse 

5.  An  outdoor  spot  on  an  October  afternoon 

6.  The  printing  office 

7.  Feeding  the  cows 

8.  A  blacksmith  shop 

9.  At  the  merry-go-round 
10.  Just  before  the  rain 


LESSON  104 
Spelling  45 


Review  Spelling  35,  page  174. 

Remind  yourself  again  of  that  important  ie  word  believe. 
Piece  has  an  ie;  apiece  must  also  have  ie.  The  same  ie  is  in 
brief  and  chief.  Is  your  eye  learning  to  see,  and  your  hand  to 
write,  ie? 

In  view  you  have  the  same  "»  before  e."  Therefore  the 
same  ie  must  be  in  review. 

Strangely  enough  (for  the  sound  is  very  different)  the  same 
ie  is  in  friend.  Make  a  short  sentence  that  contains  believe 
and  friend.  If  anyone  in  the  class  could  put  believe  and  friend 
and  review  in  one  short  sentence,  he  would  do  a  good  piece 
of  work. 

Can  you  think  of  a  word  that  has  "r  p  r"  in  it?  That  is  a 
very  unusual  combination  of  letters,  yet  it  is  found  in  a  common 
word — surprise.     Think  of  sur+ prise,  with  two  black  r's  in  it. 


TO  ENGLISH  217 

Have  you  been  taught  to  spell  shoulder  with  a  u?  If  you 
put  it  with  boulder  and  say  "put  your  shoulder  to  the  boulder" 
you  can  always  remember  it. 

Or  you  could  put  shoulder  with  two  other  ou  words,  double 
and  trouble.  Or  you  could  keep  these  two  together  and  say 
"double  the  trouble." 

See  if  you  can  remember  pleasant  all  by  itself,  with  two  a's 
in  it. 

Punctuation  8 

Punctuate  the  sentences  on  Sheet  8,  putting  in  all  the  marks 
required  by  the  list  of  rules  for  Punctuation  7,  page  213. 


LESSON  104  A 

Letters  20 

Let  each  pupil  clip  from  a  newspaper  two  "help  wanted" 
advertisements  such  as  might  interest  young  people  of  your 
age  and  training.  Let  one  of  these  be  for  a  boy  and  one  for 
a  girl.  Then  the  advertisements  may  be  exchanged,  and 
applications  written  in  class. 

The  Right  Forms  25 
is  not — isn't:  has  not — hasn't 
'  1.   Isn't  breakfast  ready? 

2.  No,  it  isn't  ready  yet. 

3.  He  hasn't  treated  me  fairly. 

4.  Who  hasn't  any  apple? 

5.  This  isn't  the  right  book. 

6.  Hasn't  your  sled  come? 

7.  It  hasn't  been  ordered. 

8.  She  isn't  a  true  friend. 

9.  Hasn't  Nell  written  to  you? 


218  THE  JUNIOR  HIGHWAY 

10.  It  isn't  her  turn  to  write. 

11.  Hasn't  the  train  gone? 

12.  It  hasn't  come  in  yet. 

13.  Isn't  this  a  good  story? 

14.  It  isn't  as  good  as  the  first  one. 

15.  He  hasn't  enough  money. 

16.  Your  statement  hasn't  been  proved. 

17.  How  do  you  know  it  hasn't? 

18.  He  isn't  sure  about  it. 

19.  Why  isn't  he  sure? 

20.  He  hasn't  heard  the  whole  story. 

21.  Hasn't  he  heard  the  news? 

22.  Perhaps  he  isn't  interested. 


LESSON  105 
Punctuation  9 


Some  pupils  do  not  learn  anything  when  they  punctuate 
sentences  as  an  exercise  in  a  book.  They  may  do  well;  they 
may  understand  perfectly  when  to  use  commas  and  quotation 
marks.     But  they  are  not  learning  anything. 

What  should  they  learn?  They  should  be  thinking  as  they 
work  with  each  sentence:  "This  is  the  way  I  must  always  use 
commas  in  my  own  writing.  I  must  form  the  habit  of  always 
using  commas  in  these  ways.  Unless  I  form  those  habits, 
I  am  not  learning  anything." 

Always  read  a  sentence  through  before  trying  to  punctuate 
it.  Be  certain  that  you  understand  what  it  means,  or  what 
meaning  it  would  have  if  it  were  properly  punctuated.  Then 
think  of  the  rules  which  you  have  learned  and  see  whether 
any  one  of  them  would  cause  you  to  insert  a  comma,  a  period, 
a  quotation  mark,  or  a  question  mark  in  the  particular  sen- 
tence you  are  studying.     Never  use  a  mark  without  a  reason. 

Punctuate  the  sentences  on  Sheet  9. 


TO  ENGLISH  219 

LESSON  106 

Oral  Composition  28 

A  good  description  of  a  person  should  give  us  a  few  hints 
of  what  sort  of  person  he  is — that  is,  what  kind  of  disposition 
he  has,  and  what  kind  of  life  he  lives.  If  the  composition 
is  written  chiefly  to  make  a  picture,  we  call  it  a  description. 
But  if  the  main  purpose  of  it  is  to  make  us  understand  the 
character  of  the  person,  we  call  it  a  "character  sketch." 

Here  is  a  character  sketch  written  by  a  girl  of  about  your 
age.  How  do  you  like  the  plan  of  beginning  with  a  little 
verse?  The  composition  makes  a  picture,  but  it  also  does 
something  more  than  that. 

Mr.  Wooster  sold  a  rooster 
To  some  summer  folk; 
It  made  him  laugh 
For  an  hour  and  a  half 
Though  there  wasn't  any  joke. 

This  is  our  friend  of  the  good  old  summer  time,  the  genial  farmer 
who  sells  us  his  vegetables  and  his  chickens  for  our  camp.  He  is  a 
short,  pompous  little  fellow  who  fills  out  his  blue  bib  overalls  until 
you  would  say  they  were  a  very  snug  fit  indeed.  He  always  wears 
an  old  black  hat,  and  stands  with  his  thumbs  hitched  under  the  straps 
of  his. overalls  while  he  talks.  Although  his  mouth  is  partially  hidden 
by  a  short  mustache,  you  can  see  that  it  has  a  funny  way  of  curling 
up  at  the  corners,  and  his  double  chin  touches  his  neck  when  he 
starts  to  laugh. 

I  am  sure  that  no  other  man  ever  laughed  as  loudly  or  half  as  often 
as  Mr.  Wooster  does.  We  know  so  well  that  he  will  start  the  minute 
we  stop  the  car  to  ask  about  a  chicken  that  we  ourselves  start  to  laugh 
a  half  mile  down  the  road,  in  anticipation  of  the  never-failing  ha,  ha's 
of  this  "merry  old  soul." 

Chapter  1  of  Treasure  Island,  called  "The  Old  Buccaneer," 
introduces  a  very  interesting  person.  It  tells  not  only  how 
he  looked,  but  what  he  said  and  how  he  behaved.  In  fact, 
it  gives  us  a  complete  character  sketch  of  the  old  rogue,  with 


220  THE  JUNIOR  HIGHWAY 

a  story  woven  into  it.  Read  some  chapter  of  this  sort,  and 
prepare  to  give  an  oral  sketch  of  a  character.  First  tell  about 
his  appearance.  Then  go  on  to  tell  of  his  words  and  actions. 
Try  to  help  your  hearers  imagine  that  this  interesting  person 
stands  before  them.  Of  course,  you  will  let  your  voice  fall 
as  you  end  each  sentence.  You  will  not  forget  to  pause  between 
sentences,  so  that  all  may  know  where  one  sentence  ends  and 
another  begins.  When  you  come  to  the  end  of  each  paragraph 
in  your  talk,  say,  "Paragraph." 

If  it  is  hard  to  find  such  a  chapter,  you  may  give  instead  a 
character  sketch  of  one  of  your  best  friends.  Follow  the  plan 
explained  above. 


LESSON  107 
Spelling  46 

It  may  be  asking  a  good  deal  of  you  to  expect  you  to  put  two 
r's  in  occurred.  But  this  is  a  word  that  you  will  be  using  fre- 
quently, and  it  will  be  easier  if  you  learn  the  right  spelling  now. 
Put  two  r's  in  occurred,  two  r's  in  occurring,  and  two  r's  in 
occurrence. 

Another  double-letter  word  of  the  same  kind,  a  very  common 
one,  is  beginning.  Put  two  n's  between  the  two  t's.  Make 
it  a  habit  to  double  the  n  in  beginning. 

Perhaps  you  could  also  learn  another  hard  word,  control, 
ending  with  a  single  I.  We  have  to  write,  with  two  Z's,  con- 
trolled, controlling. 

If  you  can  learn  these  few  forms  now,  you  will  be  saved  a 
great  deal  of  extra  work  next  year,  and  you  will  be  glad  all 
your  life  that  you  have  the  right  habits. 

Punctuation  10 

Carefully  punctuate  the  sentences  on  Sheet  10.  This  lesson 
is  another  review.  By  this  time  you  should  be  able  to  do  almost 
perfect  work. 


TO  ENGLISH  221 

LESSON  107  A 

Oral  Composition  29 

In  the  following  passage  Irving  tells  us  about  a  man  whom 
his  family  tried  in  vain  to  make  over  into  a  fine  gentleman. 

The  only  one  of  the  family  that  could  not  be  made  fashionable  was 
the  retired  butcher  himself.  Honest  Lamb,  in  spite  of  the  meekness 
of  his  name,  was  a  rough,  hearty  old  fellow,  with  the  voice  of  a  lion, 
a  head  of  black  hair  like  a  shoe-brush,  and  a  broad  face  mottled  like 
his  own  beef.  It  was  in  vain  that  his  daughters  always  spoke  of  him 
as  "the  old  gentleman,"  addressed  him  as  "papa"  in  tones  of  infinite 
softness,  and  endeavored  to  coax  him  into  a  dressing-gown  and  slip- 
pers and  other  gentlemanly  habits.  Do  what  they  might,  there  was 
no  keeping  down  the  butcher.  His  sturdy  nature  would  break  through 
all  their  pretenses.  He  had  a  hearty,  vulgar  good-humor  which  they 
could  not  repress.  His  very  jokes  made  his  sensitive  daughters 
shudder;  and  he  persisted  in  wearing  his  old  blue  cotton  coat  of  a 
morning,  dining  at  two  o'clock,  and  having  "a  bit  of  sausage  with 
his  tea." 

Exercise.  Plan  and  write  a  short  character  sketch  of  a 
peculiar  person  whom  you  know.  Make  your  readers  see  and 
hear,  but  most  of  all,  make  them  understand  what  the  person 
is  like  in  thoughts  and  habits.  Don't  try  to  be  stinging  or  sar- 
castic. Remember  that  Irving  makes  us  rather  like  the  butcher, 
and  that  we  sympathize  with  his  daughters  at  the  same  time, 


LESSON  108 

Spelling  47 

You  have  had  a  lesson  in  getting  rid  of  e — striking  it  off  s 
verb  before  adding  ing.  You  have  had  two  lessons  in  getting 
rid  of  y  at  the  end  of  a  verb  like  cry  and  try.  First  you  knock 
off  the  y,  and  then  you  add  ies  and  ied,  to  form  cries  and  cried, 
tries  and  tried,  carries  and  carried. 


222  THE  JUNIOR  HIGHWAY 

You  must  in  the  same  way  get  rid  of  the  y  of  adjectives  like 
busy  or  easy  or  heavy  or  happy  before  you  add  an  ending.  And 
you  must  put  in  an  i.  If  you  then  add  er,  you  will  have,  putting 
in  the  i: 

busier  easier  heavier  luckier  happier 

If  you  add  est,  you  will  have,  putting  in  the  i: 

busiest         easiest         heaviest  luckiest         happiest 

If  you  add  an  ly,  you  will  have,  by  inserting  the  i: 
busily  easily  heavily  luckily  happily 

Exactly  the  same  change  must  come  before  ness: 

business       easiness       heaviness       luckiness       happiness 

Now  comes  an  important  warning.  You  have  not  been  told 
that  "1/  must  always  be  changed  to  i."  You  have  been  told 
only  about  five  adjectives.  You  may  have  seen  that  in  each 
one  there  is  a  consonant  before  the  y — that  is,  sy  v,  k,  p.  You 
change  only  when  there  is  a  consonant  before  y. 

Next  comes  another  old,  familiar  statement.  One  word  in 
this  lesson  is  much  more  important  than  any  other* — business. 
Some  in  the  class  have  already  formed  a  wrong  habit  of  writing 
this  common  and  necessary  word.  They  will  have  a  hard  strug- 
gle to  overcome  the  habit.  Unless  they  think  of  i  n  e  s  s,  and 
keep  thinking,  and  write  the  word  in  sentences  of  their  own  for 
practice,  they  will  never  learn  to  spell  bus   i    ness. 

There  are  three  others  that  you  ought  to  make  sure  of  in  this 
lesson.  Carefully  and  slowly — by  changing  y  to  i — add  ly  to 
lucky  and  see  what  you  get.  Write  down  the  adjective  lonely, 
with  an  e  in  it;  carefully  change  y  to  i  and  add  ness:  then  once 
more  write  out,  with  the  e  and  the  i,  loneliness.  Knock 
the  y  away  from  happy;  then  add  i  and  ness. 

Now,  in  review,  knock  the  y  away  from  busy  and  add  i  and 
ness — bus    i    ness, 


TO  ENGLISH  223 

Grammar  13 

You  are  now  going  to  be  told  the  most  important  fact  in 
grammar :  No  word  is,  by  itself,  an  adjective  or  a  noun  or  a  verb. 
If  we  put  "secret"  on  the  board,  we  probably  think  it  is  a  noun, 
because  we  think  of  "a  secret."  But  if  we  see  the  word  in  "the 
secret  records,"  we  know  that  it  tells  what  kind  of  records;  it  is 
an  adjective.  So  if  "copper"  is  written  on  the  board,  we  think 
it  is  a  noun,  for  it  is  the  name  of  a  metal.  But  if  we  see  the 
word  in  "a  copper  wire"  we  find  that  here  it  is  an  adjective,  be- 
cause it  describes  the  noun  wire.  And  if  we  see  it  in  "The 
carpenters  copper  the  ship,"  we  know  that  it  is  a  verb;  it  states 
that  the  carpenters  are  doing  something — they  are  covering 
the  ship  with  copper  plates. 

From  now  on  a  large  part  of  our  work  will  be  to  tell  what 
words  do  in  sentences.  We  know  nothing  about  a  word  until 
we  see  it  at  work.  If  it  is  working  as  a  name,  it  is  a  noun.  If 
it  stands  in  place  of  a  noun,  it  is  a  pronoun.  If  it  is  making  a 
statement  or  asking  a  question,  it  is  a  verb.  If  it  is  describing 
a  noun,  it  is  an  adjective. 

Find  every  noun,  every  verb,  and  every  adjective  in  the  next 
twenty  sentences. 

1.  The  heat  came  from  a  black  radiator.  2.  We  heat  our  house 
at  a  cost  of  $126  a  year.  3.  Things  cost  more  in  those  war  times. 
4.  The  men  of  Panama  faced  their  enemies  in  war.  5.  The  birds 
war  against  the  silver  moths.  6.  Turn  the  light  on  this  pile  of  silver. 
7.  A  light  snowfall  makes  no  sound.  8.  The  stars  light  up  the  sky. 
9.  The  moon  silvers  all  the  black  hills.  10.  The  red  will  not  show 
against  the  black.  11.  She  blacks  the  stove  with  an  old  felt  mitten. 
12.  Taste  this  mixture.  13.  It  is  not  to  my  taste.  14.  We  felt  the 
snow  on  our  faces.  15.  The  face  value  of  the  note  is  $100.  16.  We 
then  noted  down  the  figures.  17.  He  is  a  noted  lecturer.  18.  It  is 
a  good,  sound  apple.  19.  Felt  hammers  deaden  the  sound.  20.  The 
wires  will  not  sound  if  felt  is  pressed  against  them.  21.  That  wire 
will  certainly  burn  you  if  you  take  hold  of  it.  22.  A  burn  like  that  is 
very  hard  to  heal.  23.  Put  your  toes  on  this  white  line.  24.  You 
will  have  to  toe  the  mark.  25.  He  will  paper  one  of  the  rooms  to- 
morrow. 26.  The  scarcity  of  paper  caused  the  Journal  much  trouble. 
27.  He  had  a  little  paper  cap. 


224  THE  JUNIOR  HIGHWAY 

LESSON  109 

Oral  Composition  30 
The  Battle  of  King's  Mountain 

During  the  Revolutionary  War,  General  Ferguson  led  a  British 
army  into  South  Carolina.  In  a  short  time  he  defeated  and  scattered 
the  American  forces  there.  Some  of  the  Americans  escaped  into  the 
mountains  along  the  western  frontier,  where  they  were  protected  by 
the  stout  mountaineers  who  lived  in  those  wild  recesses.  When 
Ferguson  heard  of  this,  he  threatened  to  march  westward  into  the 
mountains  and  lay  waste  the  frontier  settlements. 

Angered  by  this  threat,  the  fierce  backwoodsmen  banded  together 
and  came  pouring  down  from  the  hills  in  hundreds.  Each  man 
had  his  horse  and  his  deadly  rifle.  Most  of  them  wore  deerskin 
hunting-shirts  and  coonskin  caps.  Anxious  for  battle,  they  pushed 
on  to  find  the  British  army. 

When  Ferguson  heard  that  the  backwoodsmen  were  near,  he  drew 
up  his  men  on  a  steep,  narrow  hill  called  King's  Mountain.  He 
believed  that  his  trained  soldiers  with  their  bayonets  could  easily 
defeat  the  "rebels,"  who  had  nothing  but  rifles,  and  who  must  climb 
the  high  and  rocky  hill  in  making  their  attack.  His  forces  numbered 
about  fifteen  hundred  men.  The  Americans  had  only  about  twelve 
hundred. 

When  the  frontiersmen  reached  King's  Mountain,  they  tied  their 
horses  to  trees.  Then,  surrounding  the  hill  on  all  sides,  they  began 
to  climb  upward,  pausing  now  and  then  to  fire  a  well-aimed  shot. 
The  British  fired  heavy  volleys,  but  their  fire  caused  more  smoke  and 
noise  than  harm  to  the  attackers,  who  came  scrambling  up  among 
rocks  and  trees.  When  the  British  troops  charged  with  the  bayonet, 
the  Americans  fell  back,  only  to  return  as  soon  as  the  British  had 
withdrawn  to  the  hilltop.  Again  and  again  the  redcoats  charged. 
Each  time  the  backwoodsmen,  retiring  before  the  bayonets,  stub- 
bornly climbed  back  again,  all  the  time  pouring  in  a  terrible  rifle  fire. 

At  last  Ferguson  fell,  pierced  by  half  a  dozen  bullets.  Fiercer  and 
fiercer  became  the  attack  of  the  American  riflemen.  Some  of  the 
British  tried  to  escape,  but  the  hill  was  surrounded,  and  they  were 
forced  back  to  the  summit.  At  last,  broken  and  shattered,  and  with 
hundreds  of  their  number  laid  low  by  American  fire,  the  English  army 
surrendered.  Then  the  mountaineers  marched  away  with  twelve 
hundred  prisoners,  a  number  as  great  as  their  own  strength  at  the 
beginning  of  the  fight. 


TO  ENGLISH  225 

As  you  read  the  story  of  the  Battle  of  King's  Mountain,  no- 
tice the  paragraphs.  Each  paragraph  is  a  little  story  in  itself. 
Not  one  could  be  left  out.  If  you  should  change  one  from  its 
place,  you  would  spoil  the  story.  Each  paragraph  is  about  one 
particular  part  of  the  story.  The  longest  one  describes  the 
doubtful  portion  of  the  battle. 

See  how  good  a  title  you  can  make  for  each  paragraph.  This 
is  a  harder  task  than  you  think.  You  may  have  to  work  for 
some  time  before  you  get  a  title  for  each  paragraph  which  tells 
in  the  best  words  just  what  the  whole  'paragraph  is  about.  When 
you  have  made  five  paragraph  titles,  you  will  have  an  outline 
of  the  story.    Write  the  five  heads  of  the  outline  on  a  card. 

Now  with  your  outline  in  your  hand,  stand  before  the  class 
and  tell  in  your  own  words  the  story  of  the  battle.  Remind 
yourself  that  you  must  pause  distinctly  at  the  end  of  each  sen- 
tence. Read  aloud  the  title  of  each  paragraph  before  you  tell 
the  part  of  the  story  that  belongs  under  that  title. 


LESSON  109  A 

Written  Composition  40 

Exercise.  Using  the  outline  which  you  made  before,  write 
the  story  of  the  battle  without  opening  your  book.  Number  the 
paragraphs,  and  write  before  each  the  title  which  you  have  in 
your  outline. 

LESSON  110 

Spelling  48 

You  have  studied  some  adjectives  in  at — real,  final,  natural, 
general,  usual.  Our  language  has  hundreds  of  al  adjectives. 
One  of  them  is  principal,  as  in  "the  principal  reason,"  "the 
principal  men."  The  principal  teacher  of  a  school  is  called  "the 
principal,"  for  short. 


226  THE  JUNIOR  HIGHWAY 

Put  together  in  your  mind  the  two  a  verbs,  accept  and  affect. 
Keep  them  together;  make  each  one  teach  the  other.  Accept 
means  "to  take  to  yourself";  we  accept  a  present  or  accept  an 
invitation.  Affect  means  "to  act  on" ;  a  gloomy  day  affects  us,  or 
we  are  affected  by  the  sunshine.  Learn :  "Don't  accept  medicine 
that  doesn't  affect  you." 

Learn  an  adjective  that  comes  from  affect,  affectionate.  The 
e  is  kept  if  we  put  ly  on,  affectionately.  The  same  is  true  of 
immediate  and  immediately.  Can  you  make  a  sentence  in  which 
you  put  together  immediately  and  affectionately? 

The  noun  weather  belongs  in  an  a  lesson.  Think  of  the  a's  in 
"The  damp  weather  affects  him." 

Arrange  and  arrangement  are  a  words.  Think  of  "The  ar- 
rangement affects  him." 

At  the  end  of  this  lesson,  all  by  itself,  comes  a  common  word 
made  up  of  three  letters  and  a  period.  Everybody  knows  the 
letters,  but  many  people  do  not  know  the  order  of  the  letters. 
First  comes  an  e.  then  a  U  then  a  c — e  t  c.  We  call  etc.  "and  so 
forth." 

Punctuation  11 
Comma  After  an  Introductory  Clause 

You  have  been  told  to  notice  the  commas  after  clauses  that 
begin  sentences. 

When  she  turned  the  next  leaf  of  the  magazine,  she  gasped  in 
astonishment. 

If  I  let  you  go,  will  you  promise  never  to  tell? 

Whenever  you  begin  a  sentence  with  when  or  while  or  if  or  wher- 
ever or  as  or  although  or  any  word  of  that  kind,*  put  a  comma 
after  the  clause.  A  clause  always  contains  a  subject  and  a 
verb,  like  she  turned,  I  let.  Notice  that  the  next  two  sen- 
tences begin  with  prepositions.    There  are  no  commas. 

During  the  rest  of  the  day  Doane  kept  still. 

After  walking  another  five  minutes  I  turned  around. 

•The  reference  is,  of  course,  to  an  adverbial  clause  used  to  begin  a  sentence. 


TO  ENGLISH  227 

In  the  next  sentence  wishing  is  the  subject;  there  must  not  be  a 
comma  between  this  subject  and  its  verb  will  accomplish. 
Wishing  for  good  luck  will  never  accomplish  much. 

Punctuate  the  sentences  on  Sheet  11 .  Thirteen  of  them  begin 
with  clauses.  Find  the  thirteen  sentences  and  put  in  the  com- 
mas. While  you  are  studying,  keep  thinking,  "I  must  put  a 
comma  after  this  sort  of  clause  in  my  own  writing." 

The  Right  Forms  26 
grow-^grew — have  or  has  grown 

1.  The  lambs  grow  fat. 

2.  His  brother  grew  more  than  he  did. 

3.  They  have  grown  up  together. 

4.  Sunflowers  grew  by  the  wall. 

5.  The  air  had  grown  colder. 

6.  The  town  hasn't  grown  any. 

7.  Has  she  grown  gray? 

8.  Grass  grew  in  the  street. 

9.  The  young  birds  grew  rapidly. 

10.  The  vine  has  grown  over  the  porch. 

11.  A  pine  tree  grew  by  the  hut. 

12.  The  hazel  sprouts  have  grown  up  again. 

13.  Have  the  sumachs  grown  too? 

14.  The  radishes  grew  better  after  the  rain. 

15.  He  has  outgrown  all  his  clothes. 

16.  The  old  dog  grew  feebler  every  day. 

17.  Which  child  has  grown  most? 

18.  This  girl  has  grown  three  inches. 

19.  The  dog  grew  more  and  more  excited. 

20.  The  school  has  grown  very  fast. 

21.  Ned  grew  three  inches  after  he  was  seventeen. 

22.  No  apple  trees  have  ever  grown  well  on  this  hill 

23.  The  corn  grew  fast  during  those  three  hot  days. 

24.  These  lemons  grew  in  Sicily. 

25.  My,  how  he  had  grown! 


228  THE  JUNIOR  HIGHWAY 

LESSON  110  A 

Written  Composition  41 

Exercise.  Read  in  some  history  an  account  of  a  battle  that 
was  important  in  American  history.  Make  an  outline  for  about 
four  paragraphs.  Plan  your  story  carefully  so  that  you  can 
write  it  in  class,  using  only  your  outline  of  paragraph  titles. 
Make  up  your  mind  as  to  how  you  will  get  the  story  started 
without  wasting  words.  Decide  also  to  make  a  prompt  ending 
as  soon  as  the  story  is  really  finished. 

While  you  are  interested  in  the  subject  of  famous  American 
battles,  you  will  enjoy  reading  Grandmother  s  Story  of  Bunker 
Hill  Battle,  by  Oliver  Wendell  Holmes.  Perhaps  your  teacher 
or  a  librarian  can  tell  you  where  to  find  it. 


LESSON  111 


Grammar  14 
The  Kinds  of  Adjectives 

We  have  learned  that  Indian  might  be  a  proper  noun  in 
"The  Indian  sharpened  his  tomahawk."  But  Indian  will  be  an 
adjective  if  used  to  describe  a  noun,  as  in  "The  Indian  baskets 
were  made  of  sweet  grass. "  Other  examples  of  these  "proper 
adjectives"  are: 

1.  the  Florida  grape-fruit  3.    some  French  pastry 

2.  a  Chinese  mandarin  4.   these  American  songs 

We  have  learned  that  each  is  a  pronoun  in  a  sentence  like  this : 
Each  stood  at  his  place. 

But  each  may  be  used  with  a  noun : 

•  Each  man  was  at  his  post. 

Here  each  is  an  adjective,  because  it  describes  a  noun.  Other 
examples  of  the  same  kind  of  adjectives  are  given  on  the 
next  page. 


TO  ENGLISH  229 

1.  Some  cards  were  left  on  the  table. 

2.  The  carpenter  made  few  shavings. 

3.  All  the  pennies  were  counted. 

4.  Both  houses  face  south. 

5.  This  road  is  shorter. 

6.  Those  windows  are  dirty. 

7.  What  number  have  you? 

8.  Which  finger  was  injured? 

Another  kind  of  adjective  tells  how  many. 

1.  Ten  minutes  had  passed. 

2.  I  have  only  one  blanket. 

3.  Sit  in  the  third  row. 

4.  Stop  at  the  sixth  door. 

Adjectives,  then,  may  describe  or  "limit"  or  point  out  or 
tell  the  number  of  nouns.  An  easy  word  for  all  these  uses  is 
"modify."    We  say  that  an  adjective  "modifies"  a  noun. 

Adjectives  also  modify  pronouns. 

1.  Each  one  is  guaranteed. 

2.  Only  these  few  are  left. 

3.  Those  others  are  better. 

4.  Every  one  is  perfect. 

A  modifier  of  a  pronoun  is  usually  a  predicate  adjective. 

1.  He  is  strong  now. 

2.  They  are  ugly  in  appearance. 

3.  I  am  sure  of  it. 

4.  She  is  taller  than  her  mother. 

5.  That  would  have  been  dishonest. 

6.  This  is  easy. 

7.  You  must  have  been  confident. 

The  little  words  a,  an,  and  the  are  a  kind  of  adjective.  They 
are  very  common  and  easy.    Their  special  name  is  "articles." 

Learn  the  full  definition:  An  adjective  is  a  word  that  modi- 
fies a  noun  or  pronoun. 

In  each  of  the  following  sentences  there  are  two,  and  only 
two,  adjectives.  Find  each  one  and  tell  what  noun  or  pronoun 
it  modifies.    Do  not  count  the  articles  in  this  exercise. 


230  THE  JUNIOR  HIGHWAY 

1.  She  was  eager  to  see  each  page  as  it  was  turned.  2.  Some  of 
us  wanted  to  try  a  little  salt  on  the  delicious  melon.  3.  Some  persons 
never  can  learn  that  idea.  4.  You  are  welcome  to  our  humble  city. 
5.  Either  one  of  them  would  do  us  a  good  turn.  6.  That  one  looks 
best  to  me.  7.  Before  him  for  ten  miles  stretched  the  smooth  ice. 
8.  Look  in  the  top  drawer,  under  the  leather  bag.  9.  Several  inches 
of  hard  frost  are  still  in  the  ground.  10.  Several  of  them  are  ill  with 
bad  colds.  11.  Which  hat  will  look  best  with  the  dress?  12.  Cali- 
fornia oranges  are  yellower.  13.  All  good  things  come  to  him  who 
waits.  14.  Oregon  apples. are  now  being  shipped  in  great  quantities. 
15.  These  knots  will  do  no  harm.  16.  Must  I  pay  seventeen  dollars 
for  one  plate?  17.  Both  of  you  should  pay  attention  to  these  little 
matters.  18.  The  other  spoonful  tasted  different.  19.  The  gray 
spats  look  very  neat.  20.  Are  those  sidewalks  on  the  left  made  of 
the  same  cement?  21.  What  engine  was  derailed  in  that  accident? 
22.  Both  frisky  colts  were  soon  broken  to  harness.  23.  One  sharp 
word  was  all  that  was  needed.  24.  You  feel  better  after  a  cold 
shower.  25.  She  had  been  as  cross  as  two  sticks.  26.  Is  there  any 
use  of  talking  in  a  loud  voice?  27.  The  Brazilian  merchant  is  now 
making  much  profit.  28.  He  seems  unfit  for  civilized  society.  29. 
Some  bright  day  you  will  know  the  facts.  30.  Which  one  looks 
better  to  you?  31.  On  both  sides  of  the  road  that  led  to  Frederick  ton 
were  many  monuments  of  stone  and  bronze. 


LESSON  111  A 

Written  Composition  42 

If  you  have  read  Black  Beauty,  you  remember  that  in  one 
way  it  is  a  peculiar  kind  of  story.  The  horse  himself  does  the 
telling.  It  takes  a  rather  skilful  writer  to  succeed  with  a  story 
of  that  sort.  He  must  use  his  imagination  and  try  to  think 
of  how  the  happenings  of  the  world  must  seem  to  an  animal 
that  has  known  masters. 

After  studying  the  picture  on  page  231,  which  shows  the 
exciting  finish  of  a  race,  write  a  story  as  it  might  be  told  by  a 
race  horse.  Let  it  begin  as  the  horse  is  led  out  of  his  stall  for 
the  race.  Don't  go  on  beyond  the  most  interesting  moment, 
but  bring  the  story  to  a  close  as  soon  as  the  race  is  over.  Try 
to  suggest  excitement,  rivalry,  and  rapid  motion. 


TO  ENGLISH 


231 


232  THE  JUNIOR  HIGHWAY 

LESSON  112 

Dictionary  5 

Do  you  know  what  a  pencil  is?  Perhaps  you  are  almost 
insulted  by  the  question.  You  reply,  -"Of  course  I  know  what 
a  pencil  is !  How  silly !"  Suppose  you  were  asked  to  tell  exactly 
what  you  know.  You  might  say,  "Why,  a  pencil  is  a  thing  that 
you  write  with,"  and  think  that  you  had  settled  the  question. 
But  you  would  not  have  given  a  good  definition  at  all,  for  your 
statement  would  apply  just  as  well  to  a  typewriter,  a  fountain 
pen,  or  a  piece  of  chalk.  The  Chinese  do  their  writing  with  a 
small  brush;  thus  your  definition  might  mean  that,  too.  Do  you 
see  the  point?  When  you  define  something,  you  must  tell  ex- 
actly what  it  is.  Your  definition  must  fit,  and  leave  no  room  for 
confusion  or  misunderstandings.  This  fact  is  what  makes  de- 
fining a  hard  task  which  requires  thinking. 

If  you  were  asked  to  define  a  knife,  most  of  you  would  say, 
"It  is  a  thing  to  cut  with."  But  so  is  a  saw,  an  ax,  a  cleaver,  a 
sword,  a  pair  of  scissors,  a  lawnmower,  a  sickle,  a  meat-chopper, 
a  file,  a  razor,  a  can-opener,  and  so  on.  Your  careless  definition 
will  fit  one  about  as  well  as  another.  Notice  what  the  diction- 
ary says  about  this  word  knife,  and  you  see  how  carefully  you 
must  choose  words  if  you  are  to  work  out  a  definition  that  fits 
its  object.  "An  instrument  for  cutting,  having  a  blade  or  blades 
relatively  short,  and  means  for  grasping  or  using  with  the  hand." 
Not  "a  thing,"  you  observe,  but  "an  instrument."  Very  seldom 
does  a  dictionary  definition  contain  the  word  "thing."  It  has 
very  little  meaning.  Don't  use  it  when  you  are  making  defini- 
tions. 

Here  are  twenty  definitions  such  as  a  little  child  might 
make.     What  faults  can  you  find  in  them? 

1.  cup — a  thing  to  carry  water  in 

2.  shoe — a  thing  made  of  leather  to  wear  on  your  foot 

3.  book — a  thing  to  study  with 

4.  ink — what  printers  use  to  print  with 

5.  chimney — a  place  made  by  bricklayers 


TO  ENGLISH  233 

6.  house — a  place  to  live  in 

7.  gun — an  instrument  which  explodes  accidentally 

8.  church — a  house  with  a  steeple 

9.  kitchen — a  place  where  they  make  cookies 

10.  button — something  that  you  press 

11.  tire — what  Father  has  to  stop  and  fix 

12.  book-mark — a  mark  for  a  book 

13.  medicine — stuff  that  tastes  bad  when  they  make  you  take  it 

14.  engine — a  machine  that  runs  on  a  track 

Naturally,  you  laugh  at  these  babyish  definitions.  See  how 
much  better  you  can  do.  Write  the  best  definitions  you  can 
for  the  following  articles.  Try  to  make  each  definition  fit  its 
object  so  tightly  that  no  other  object  can  creep  in  too.  Avoid 
the  word  thing. 

hem,  chain,  pin,  window,  bottle,  box,  oar,  dish,  bus,  pond,  hammock, 
saw,  ditch,  hammer,  hatchet,  needle,  brick,  bayonet,  stake,  tub 

In  the  classroom  the  other  pupils  will  criticize  your  definitions. 
The  class  may  agree  on  some  good  ones.  Now  that  you  have 
found  out  how  hard  it  is  to  define,  you  may  copy  from  the  dic- 
tionary the  definitions  for  these  words  that  you  find  there. 
Select  the  one  that  is  most  familiar  to  you,  for  you  may  find 
a  number  of  others.  Be  sure  that  you  are  copying  down  a 
noun  use  of  the  word,  and  not  a  verb  use.  For  instance,  bottle 
is  sometimes  used  as  a  verb,  and  so  are  many  of  the  others. 


LESSON  113 


Punctuation  12 
Comma  Before  But 
Pupils  write  a  great  many  sentences  like  these : 

1.  We  teased  like  everything,  but  father  only  laughed. 

2.  It  may  be  good,  but  it  doesn't  taste  good. 

3.  They  looked  everywhere,  but  couldn't  find  it. 

4.  It  was  not  a  bug,  but  a  beetle. 

Always  put  a  comma  before  but  if  it  joins  two  statements.    In 
the  first  sentence  there  is  a  statement  about  what  we  did,  joined 


234  .  THE  JUNIOR  HIGHWAY 

to  a  statement  about  what  father  did.  In  the  second  sentence 
the  but  joins  two  statements,  one  about  being  good  and  the  other 
about  not  tasting  good.  In  the  third  sentence  but  joins  two 
verbs  and  makes  a  contrast — "looked,  but  could  not  find." 
In  the  fourth  sentence  but  contrasts  a  beetle  with  a  bug.  In 
every  such  sentence  a  comma  is  needed  before  but. 

This  is  not  a  rule  that  "you  must  always  put  a  comma  before 
but"    Sometimes  but  is  just  a  preposition  with  an  object. 

1.   There  is  no  one  here  but  me. 

%.   You  won't  find  anything  but  a  couple  of  empty  barrels. 

Of  the  twenty  sentences  on  Sheet  12  there  are  eighteen  that 
need  a  comma  before  but.  In  your  own  writing  you  will  find  that 
a  comma  is  needed  before  but  about  eighteen  times  out  of 
twenty.  As  you  punctuate  the  sentences  and  put  in  commas, 
keep  thinking,  "This  is  easy,  but  it  may  be  hard  to  form  the 
habit  for  my  own  writing."  Some  of  the  sentences  need  a  ques- 
tion mark  at  the  end. 


LESSON  113  A 

Dictionary  6 

Compose  definitions  for  the  following  verbs.  Afterward  com- 
pare your  definitions  with  those  given  by  the  dictionary.  Be 
sure  to  look  for  the  use  as  a  verb. 

batter,  climb,  dig,  slap,  scrape,  sew,  shatter,  pull,  imitate,  cease, 
lure,  hesitate,  dent,  lift,  walk,  complain,  labor,  notice,  whistle,  recline 

The  Right  Forms  27 
tear — tore — have  or  has  torn 

1.  He  tears  a  leaf  from  his  book. 

2.  Who  tore  this  cloth? 

3.  It  must  have  been  easily  torn. 

4.  She  has  torn  up  the  letter. 

5.  The  picture  was  torn  yesterday. 


TO  ENGLISH  235 

6.  Who  could  have  torn  it? 

7.  The  lion  had  torn  the  man  to  pieces. 

8.  He  has  torn  his  best  coat. 

9.  Why  have  you  torn  this  paper? 

10.  You  ought  not  to  have  torn  your  book. 

11.  Thorns  had  torn  her  dress. 

12.  They  have  torn  down  the  old  barn. 

13.  Trees  were  torn  up  by  the  storm. 

14.  Who  has  torn  down  this  fence? 

15.  The  sharp  claws  tore  his  face. 

16.  This  old  wall  must  be  torn  out. 

17.  The  package  was  torn  open. 

18.  He  has  torn  the  bandage  off. 


LESSON  113  B 

Dictionary  7 

Make  up  definitions  for  the  adjectives  below.  Then  look 
up  the  words  in  a  dictionary  and  copy  the  definitions. 

hollow,  wide,  square,  smooth,  easy,  difficult,  quiet,  ruddy,  pleasant, 
sly,  pretty,  cunning,  gentle,  willing,  calm,  brave,  heavy,  sleek,  narrow, 
sour 


LESSON  114 

Spelling  49 
Review  Spelling  38,  page  185. 

Punctuation  13 
Comma  and  Period  with  So 
As  soon  as  children  begin  to  make  sentences,  they  use  "so." 
I  had  a  cold,  so  mother  made  me  stay  at  home. 

Many  children  use  "so"  constantly.    If  a  teacher  made  no  ob- 
jection, they  would  fill  all  their  oral  and  written  compositions 


236  THE  JUNIOR  HIGHWAY 

with  "so"  sentences.  But  teachers  do  object.  Some  will  not 
allow  any  "so"  sentences.  Some  will  not  allow  more  than  one 
in  a  theme.  Some  require  pupils  to  use  a  period  before  so  and 
to  use  a  capital  s.  Teachers  wage  war  against  "so"  because  it 
is  very  likely  to  sound  childish  and  tiresome  in  themes. 

A  so  with  a  comma  is  not  wrong,  for  there  are  many  such 
sentences  in  good  books.  But  a  so  that  is  used  in  this  way 
must  have  at  least  a  comma  before  it. 

She  was  jabbering  in  French,  so  I  couldn't  understand. 
It  was  no  use  waiting  any  longer,  so  we  went  home. 

It  is  better  to  use  "and  so"  or  "so  that,"  with  a  comma. 

1.  I  had  a  cold,  and  so  mother  made  me  stay  at  home. 

2.  She  was  jabbering  in  French,  so  that  I  couldn't  understand. 

3.  He  failed  in  his  English,  and  so  had  to  study  all  summer. 

4.  It  was  wearying  me,  so  that  I  had  to  stop  for  half  an  hour. 

Of  the  twenty  sentences  on  Sheet  13  there  are  ten  that 
need  a  comma  before  so  that  or  and  so.  Put  in  the  commas. 
Five  of  the  sentences  have  two  statements  joined  by  so;  sepa- 
rate each  of  these  five  into  two  sentences,  using  a  period  and  be- 
ginning so  with  a  capital.  The  other  five  sentences  should  not 
have  any  comma.  Be  sure  to  put  a  question  mark  after  every 
question. 


LESSON  114  A 

Oral  Composition  31 


Plan  and  practice  an  oral  explanation  of  one  of  the  processes 
on  page  237,  or  another  which  you  know  more  about.  Prepare 
on  a  card  an  outline  with  three  or  more  main  points.  When  you 
give  your  explanation,  another  pupil  will  hold  your  card,  and 
decide  whether  you  have  made  a  good  outline  and  whether 


TO  ENGLISH 


237 


you  have  followed  it.    Keep 
about  speaking  in  public. 


in  mind  what  you  have  learned 


4. 

5. 
6. 

7. 
8. 

9. 

10. 

11. 


How  an  hour-glass  operates 

How  a  Dover  egg-beater 

works 

A  home-made  rat-trap 

The  work  of  a  telephone 

operator 

How  a  band-saw  works 

Telling  time  by  a  sundial 

How  an  air-brake  works 

The  working  of  an  electric 

heater 

How  a  vacuum  sweeper 

cleans  a  carpet 

Several  ways  of  finding  the 

north  when  lost  in  the  woods 

How  to  load  shotgun  shells 


12.  How  to  handle  a  canoe 

13.  Why  an  electric  bell  rings 

14.  The  right  way  to  pile  a  cord 
of  wood 

15.  Making  a  pair  of  skees 

16.  How  to  inflate  a  football  or 
a  basketball 

17.  What  makes  ice-cream  freeze 

18.  Cooking  with  steam 

19.  How  to  select  a  good  bat  or 
glove 

20.  How  to  fell  a  tree  in  the  de- 
sired place 

21.  The  way  to  spray  fruit  trees 

22.  How  to  make  good  waffles 

23.  How  to  make  a  radio  outfit 


LESSON  115 

Dictionary  8 

Some  young  people  have  the  careless  habit  of  using  when  or 
where  in  definitions.  Suppose  we  should  define  robbery  as 
where  something  is  stolen.  This  definition  seems  to  indicate 
that  robbery  is  a  place,  but  it  is  not.  It  is  just  as  wrong  to 
say  that  robbery  means  when  something  is  stolen,  for  robbery 
is  not  a  time,  either.  The  definition  given  in  a  well-known 
dictionary  is  "the  act  or  practice  of  robbing;  a  plundering;  a 
pillaging;  a  taking  away  by  violence,  wrong,  or  oppression." 
Robbery  is  an  act,  not  a  when  or  a  where. 

Let  us  take  another  example.  "Ice  is  when  water  is  frozen." 
This  is  wrong,  for  ice  is  not  a  time.  A  true  definition  is  "water 
congealed  or  in  a  solid  state,"  which  might  be  more  simply 
stated  as  "water  that  is  frozen."  Also  it  would  be  wrong  for 
you  to  define  alms  as  "where  you  give  something  to  the  poor." 
Alms  is  a  gift,  not  a  place. 


238  THE  JUNIOR  HIGHWAY 

Tell  what  is  wrong  in  these  definitions,  and  try  to  make 
better  ones. 

1.  Pity  is  when  you  feel  sorry  for  somebody. 

2.  Athletics  is  where  they  practice  physical  training,  games,  or 
exercises. 

3.  A  trial  is  where  they  decide  a  dispute  between  persons  before  a 
judge. 

4.  A  practical  joke  is  where  you  hurt  a  person's  feelings 

5.  A  supper  is  when  people  eat  at  night. 

6.  A  journey  is  when  a  trip  is  taken. 

7.  A  law  is  where  a  rule  of  action  or  conduct  is  made. 

8.  A  groan  is  when  someone  makes  a  noise  indicating  pain. 

9.  A  command  is  when  a  person  is  ordered  to  do  something. 
10.   A  hill  is  where  the  ground  rises. 


LESSON  116 

Spelling  50 


Review  Spelling  39,  page  188. 

There  are  a  great  many  adjectives  that  end  in  ful,  with  only 
one  /:  wonderful,  awful,  careful.  If  the  teacher  should  have 
you  write  in  class  some  sentences  that  contain  "ful"  adjectives, 
use  only  one  I. 

Can  you  spell  forty  with  an  or?     It  is  not  so  easy  as  you  think. 

Probably  you  can  spell  trying  and  crying,  because  the  ing  is 
simply  put  on  to  try  and  cry.  There  are  three  other  verbs 
that  end  in  the  same  way  with  ying:  tying,  lying,  dying.  Some 
pupils  don't  even  know  that  there  is  such  a  form  as  lying;* 
they  cannot  say  that  the  snow  is  lying  on  the  ground  or  that 
a  package  is  lying  on  a  counter.  Make  a  sentence  that  con- 
tains tying  and  lying.  Can  you  make  a  sentence  that  contains 
all  three  of  these  verbs?  Even  if  it  is  not  sensible,  it  will 
teach  spelling. 

•Review  Right  Forms  4  ,lie,  page  44. 


TO  ENGLISH  239 


Grammar  15 
Adverbs 

See  if  you  can  tell  what  the  black-type  words  are  doing  in 
these  sentences. 

1.  The  wheels  are  running  smoothly. 

2.  Now  may  I  go  down? 

3.  Stand  up! 

4.  Come  tomorrow. 

5.  Never  do  that  again. 

6.  The  wheels  are  not  running. 

Each  of  these  words  is  modifying  a  verb.  How  are  the  wheeli 
running  in  the  first  sentence?  In  the  second  sentence  now  shows 
the  time  of  may  go,  and  down  shows  the  place.  Up  shows  how 
or  where.  Tomorrow  and  never  and  again  show  when.  Not  is  a 
very  powerful  word.  It  has  the  strength  to  deny  a  whole  state- 
ment and  make  a  verb  dispute  itself.  The  verb  says  that  the 
wheels  are  running,  and  then  not  denies  the  verb.  Not  is  often 
shortened  to  n't  and  printed  solid  with  the  verb — as  in  "The 
wheels  aren't  running."    Each  of  these  words  is  an  adverb. 

A  great  many  adverbs  end  in  ly.  Yet  there  are  a  great  many 
that  do  not  end  so.  Notice  how  many  little  adverbs  there  are 
in  these  sentences. 

1.  Look  over  there,  jar  away. 

2.  He  is  not  yet  here,  but  is  already  on  the  way. 

3.  Go  right  along. 

4.  Move  on  fast. 

5.  He  works  hard,  too — often  late  at  night. 

6.  Geese  are  flying  high  now. 

7.  If  you  turn  wrong  then,  you  will  have  to  go  out  backward. 

8.  There  are  lady-bugs  here  also. 

In  each  of  the  following  twenty-six  sentences  there  is  one 
adverb  that  modifies  a  verb,  and  only  one.  Find  each  adverb 
and  prepare  to  recite  in  this  way:  "High  is  an  adverb.  It 
modifies  the  verb  roams" 

1.  Did  you  swim  far?  2.  We  walked  slowly.  3.  Smoothly  sailed 
the  ship.     4.  Have  you  written  lately?     5.  Already  we  have  had 


240  THE  JUNIOR  HIGHWAY 

frost.  6.  You  ought  not  to  go.  7.  Keep  up  your  courage.  8.  Don't 
play  in  my  yard.  9.  It  happened  thus.  10.  I  foolishly  lost  my 
temper.  11.  They  were  going  on.  12.  The  Chinaman  was  carefully 
polishing  an  abalone  shell.  13.  Away  rode  John  Gilpin.  14.  Down 
came  the  flag.  15.  It  seems  to  me  you're  walking  very  fast.  16.  Did 
the  wind  blow  these  leaves  in?  17.  They  go  out  by  the  side  door. 
18.  I  still  think  you  are  mistaken.  19.  Here  is  a  shady  spot-  20.  The 
baby  walked  fearlessly  toward  the  gobbler.  21.  We  shall  have  no 
peace  now.  22.  There  it  goes!  23.  In  spite  of  her  deep  grief  and 
excitement  she  spoke  calmly.  24.  They  are  off!  25.  She  gave  me 
her  hand  cordially.  26.  Then,  in  the  gloom  of  the  foggy  night,  I  was 
afraid. 


LESSON  117 

Oral  Composition  32 
Argument 


Once  a  pup  was  lying  on  the  floor  beside  a  stove.  On  the 
zinc  beneath  the  stove  sat  a  teakettle  full  of  boiling  water. 
Some  of  the  steam  had  condensed  and  stood  in  drops  of  water 
on  the  hot  spout.  The  pup  saw  the  moisture,  and  suddenly 
remembered  that  he  was  thirsty.  Stretching  out  his  tongue,  he 
licked  the  spout  of  the  kettle.  Instantly  he  leaped  back,  with 
the  most  ridiculous  look  of  amazement  on  his  face,  and  ran  out 
of  the  room,  amid  a  shout  of  laughter  from  the  boys  who  had 
noticed  the  incident.  Never  again  would  that  dog  allow  any- 
thing that  looked  like  a  teakettle  to  be  brought  near  him. 

Surely  he  must  have  done  some  reasoning  about  his  experi- 
ence. He  must  have  said  to  himself,  in  dog  language,  something 
like  this:  "A  bright,  shiny  thing  burned  me  once.  Here  comes 
another  bright,  shiny  thing.    It  will  burn  me,  too.     Good-by !" 

Of  course,  there  was  something  wrong  with  Bingo's  reasoning. 
It  was  pretty  good  for  a  dog,  but  we  know  more  about  heat 
than  he  knew,  and  we  are  aware  that  a  teakettle  is  harmless 
unless  it  has  hot  water  in  it.  Yet,  like  the  pup,  we  often  reach  a 
wrong  conclusion  because  we  do  not  consider  all  the  facts  in  the 


TO  ENGLISH  241 

case.  When  we  do  this,  we  make  the  same  kind  of  mistake  that 
Bingo  made.  An  educated  person  is  not  likely  to  form  an 
opinion  without  considering  all  the  necessary  facts. 

A  baby  who  was  amusing  himself  by  pulling  a  kitten's  tail 
received  a  painful  scratch.  After  that  his  mother  kept  him 
from  crawling  up  the  stairs  by  hanging  an  old  fur  cap  from  the 
banisters.    What  course  of  reasoning  did  the  baby  follow? 

What  do  you  think  of  such  reasoning  as  this?  "Yesterday, 
when  I  was  in  the  country,  I  saw  five  farmers  plowing.  Every 
one  of  them  used  a  riding  plow.  Therefore,  I  know  that  all 
farmers  use  riding  plows." 

The  facts  observed  prove  something.  They  prove  that 
some  farmers  use  riding  plows.  It  would  take  a  great  many 
more  examples  than  five  to  prove  anything  more  than  that. 

Discuss  the  "proofs"  that  follow.  Do  any  of  them  really 
prove  anything?  Can  you  find  any  that  prove  what  they  pre- 
tend to  prove? 

1.  Many  Presidents  of  the  United  States  have  begun  their  lives  on 
farms.  Leo  Rogers  has  always  lived  on  a  farm.  Therefore  Leo  Rogers 
will  be  President  some  day. 

2.  Yesterday  I  didn't  study  my  lesson.  The  teacher  called  on  me 
to  recite.  Today  I  studied  hard.  I  wasn't  called  on.  Therefore  it 
pays  to  study  hard. 

3.  Abraham  Lincoln  never  went  to  college.  President  Harding 
went  to  college.  Therefore  a  man  without  a  college  education  has  as 
good  a  chance  of  becoming  President  as  a  man  who  has  one. 

4  Four  people  have  been  drowned  in  Hubbard  Lake.  Every  one 
of  them  was  a  good  swimmer.     Therefore  it  is  safer  not  to  learn  to  swim. 

5.  During  war  time  only  men  who  are  strong  and  well  go  into  the 
army.     Therefore  healthy  men  are  braver  than  men  who  are  not  healthy. 

6.  My  notebook  has  a  black  cover.  This  morning  it  was  gone 
from  my  locker.  Yesterday  the  teacher  told  Vincent  Shaw  that  he 
must  have  a  notebook.  This  morning  he  was  seen  carrying  one  with 
a  black  cover.     Therefore  Vincent  Shaw  has  stolen  my  notebook. 

7.  Our  textbook  says  that  no  ing  word  by  itself  can  be  a  verb.  I 
have  just  received  a  letter  the  last  sentence  of  which  is,  "Hoping  to 
hear  from  you  soon."     Therefore  the  textbook  is  wrong. 

8.  A  man  in  Kentucky  used  tobacco  all  his  life.  He  lived  to  be  102. 
Therefore  tobacco  causes  long  life. 


242  THE  JUNIOR  HIGHWAY 


LESSON  117  A 

Oral  Composition  33 

Study  these  "proofs"  and  be  ready  to  discuss  them.  Just 
what  does  each  one  prove?  Does  any  one  prove  what  it  pre- 
tends to  prove? 

1.  One  evening  a  black  cat  crossed  my  path.  Before  I  got  home 
I  lost  a  dollar  bill.     Therefore  black  cats  bring  bad  luck. 

2.  All  birds  have  wings.  A  bat  has  wings.  Therefore  a  bat  is  a 
bird. 

3.  Last  spring  it  was  cold  until  nearly  the  first  of  June.  The  spring 
before  that  was  the  same  way.     Therefore  the  climate  is  changing. 

4.  I  have  read  in  the  papers  about  several  bankers  who  were  dis- 
honest. Therefore  my  money  will  be  safer  in  the  mattress  of  my  bed 
than  in  a  bank. 

5.  Hundreds  of  people  have  been  killed  in  automobile  accidents. 
Therefore  the  driving  of  automobiles  should  be  forbidden  by  law. 

6.  The  football  team  of  which  I  am  a  member  has  been  beaten  in 
every  game  it  has  played  this  season.  Tomorrow  we  meet  the  best 
team  on  our  schedule.     Therefore  it  is  no  use  for  me  to  try. 

7.  Last  year  three  of  our  best  football  players  failed  to  pass  in  their 
studies.     Therefore  football  is  a  bad  thing  for  a  school. 

8.  Every  time  I  drink  coffee  at  night  I  lie  awake  for  hours.  When 
I  don't  drink  coffee,  I  sleep  soundly.  Therefore  coffee  is  bad  for  my 
health. 

9.  One  winter  I  slept  with  my  bedroom  windows  closed.  I  had 
colds  all  the  time.  The  next  winter  I  kept  my  bedroom  well  ventilated. 
I  didn't  have  a  cold  all  winter.     Therefore  foul  air  causes  colds. 

10.  When  I  spend  the  summer  in  Indiana,  I  always  have  hay  fever. 
When  I  go  to  Michigan  for  the  summer,  I  am  not  troubled  at  all. 
Therefore  hay  fever  is  found  only  in  Indiana. 

11.  The  doctors  know  that  all  blood-poisoning  is  caused  by  certain 
germs.  They  know  that  these  germs  may  be  anywhere  and  may 
enter  the  blood  where  the  skin  is  open.  Therefore  whenever  I  cut  my 
finger  I  ought  to  put  on  something  to  kill  germs. 

12.  Many  farmers  think  that  the  moon  affects  the  crops.  There- 
fore I  must  find  out  at  what  time  of  the  moon  to  make  my  garden. 

13.  My  ancestors  had  no  screen  doors  or  windows,  yet  they  grew 
up  to  be  men  and  women.  Therefore  this  talk  about  flies  killing  babies 
is  all  nonsense. 


TO  ENGLISH  243 

LESSON  118 

Written  Composition  43 

A  True  Ghost  Story 

When  I  was  about  nine  years  old,  our  family  moved  into  an  old, 
rambling  house  which  was  known  in  the  village  as  the  Thompson 
house.  When  I  first  saw  it,  it  gave  me  a  very  unpleasant  feeling.  It 
was  surrounded  by  shrubs  and  high  grass,  and  closely  shut  in  by  great 
cedars,  through  which  the  wind  sighed  dismally.  If  the  outside  was 
gloomy,  the  interior  was  even  more  depressing.  Nobody  had  lived 
there  since  the  death  of  old  Mrs.  Thompson  several  months  before, 
and  the  air  was  close  and  musty,  while  in  some  of  the  rooms  the  paper 
hung  in  tatters  from  the  mildewed  walls. 

As  soon  as  we  moved  in,  I  explored  the  upstairs.  At  the  head  of 
the  stair  was  a  narrow  hall,  with  two  sleeping-rooms  opening  upon 
the  side  of  it.  Off  the  end  of  this  hall  was  a  huge,  unfinished  store- 
room, full  of  old  trunks,  boxes,  old  clothes,  and  bundles  of  dust-covered 
and  ancient  magazines,  and  haunted  by  rats  and  mice.  One  of  the 
bedrooms  was  to  be  mine,  while  my  grandfather  intended  to  occupy 
the  other.     The  other  members  of  the  family  were  to  sleep  below. 

Boylike,  I  started  to  plunder  the  old  magazines  in  the  attic  room. 
Of  course,  I  found  rich  treasures,  and  during  the  whole  of  a  gloomy, 
rainy  afternoon,  I  filled  my  imagination  with  some  of  the  most  fearful, 
hair-raising  ghost  stories  I  have  ever  read.  You  can  imagine  that 
when  night  came,  and  I  was  sent  upstairs  to  bed,  I  was  not  in  a  par- 
ticularly cheerful  state  of  mind.  To  make  matters  worse,  Grandfather, 
who  had  gone  to  the  country,  had  sent  word  that  because  of  the  rain 
he  would  not  return  that  night.  It  was  my  fate  to  sleep  alone  in  that 
big,  lonesome  upstairs,  close  to  the  rat-inhabited  storeroom. 

Mother  gave  me  a  lighted  lamp,  telling  me  to  place  it  on  a  heavy 
dresser  that  stood  in  the  hall.  I  decided  to  leave  it  burning,  for, 
though  I  knew  I  could  not  see  it  from  my  bed,  the  light  from  the  hall 
shining  in  at  my  door  would  make  me  feel  a  good  deal  more  cheerful. 
Setting  down  the  lamp  and  turning  it  up  high,  I  cast  a  fearful  glance 
into  the  dark  shadows  of  the  lumber-room,  where  the  rattling  of  papers 
showed  that  the  rats  had  started  their  nightly  activities,  and  hustled 
into  bed. 

At  once  I  found  that  I  was  hopelessly  wide  awake.  Those  horrible 
ghost  stories  raced  through  my  head,  and  dreadful  images  presented 
themselves  before  my  mind.  I  kept  getting  more  and  more  uneasy, 
until  finally  I  was  staring  at  the  lighted  square  of  the  door,  half-ex- 


244  THE  JUNIOR  HIGHWAY 

pecting  that  any  instant  a  ghastly  figure  from  the  storeroom  would 
come  into  my  view.  Outside  the  wind  wailed  through  the  cedar 
trees,  and  the  rain  splashed  against  the  windows  and  pattered  on  the 
rotten  shingles  overhead. 

Suddenly  I  noticed  that  the  light  in  the  hall  seemed  dimmer  than 
before.  Was  I  dreaming?  No,  the  light  certainly  was  growing 
fainter  and  fainter,  exactly  as  if  a  hand  was  turning  down  the  lamp, 
slowly  but  steadily.  Horrified,  I  lay  and  stared  until  the  light  had 
almost  vanished.  Then  in  desperation  I  rushed  out  into  the  hall, 
feeling  that  anything  was  better  than  that  dreadful  uncertainty. 
Sure  enough,  the  lamp  was  very  low.  Nothing  was  to  be  seen.  With 
trembling  fingers,  I  turned  the  flame  as  high  as  I  could,  glanced  fur- 
tively into  the  threatening  rubbish-room,  and  slipped  back  to  bed. 

No  sooner  had  I  lain  down  again  than  the  light  began  to  go  down, 
down,  down,  as  before.  Again,  after  standing  the  suspense  as  long  as 
I  could,  I  hurried  out  and  turned  it  up  again,  and  once  more  I  saw 
nothing.  Yet  a  third  time  the  same  thing  happened.  That  was 
enough  for  me.  I  took  my  lamp  and  beat  a  retreat  down  the  stairs. 
The  rest  of  the  night  I  spent  on  a  couch  in  the  living  room,  and  though 
my  sleep  was  rather  broken,  and  the  couch  pretty  hard,  nothing  hap- 
pened to  frighten  me. 

In  the  morning  I  related  the  horrors  of  the  night.  After  I  had  told 
my  story,  Mother  remarked,  "Let  me  see  that  lamp."  And  then  and 
there  I  learned  that  a  lamp  which  has  very  little  oil  in  it  will  gradually 
burn  lower  and  lower  until  the  flame  flickers  altogether  out. 

Exercise.  Let  each  pupil  in  the  class  try  his  hand  at  writing 
a  ghost  story.  You  may  make  a  contest  of  this  undertaking, 
and  your  teacher  may  arrange  to  have  the  winning  story  pub- 
lished in  the  school  paper.  A  class  committee  may  select 
judges  for  the  contest. 

As  this  piece  of  work  will  probably  be  longer  than  the  composi- 
tions you  have  been  writing,  you  may  write  it  as  a  continued 
story,  in  two  chapters.  Begin  promptly,  putting  in  only  enough 
introduction  to  give  a  little  "spooky "  atmosphere  to  your  story. 

The  best  plan  may  be  for  you  to  dash  off  your  first  copy  of  the 
whole  story  at  one  sitting.  Then  rewrite  the  first  half  of  it  very 
carefully,  improving  the  language  all  you  can,  and  trying  to 
bring  in  some  awe-inspiring  hints  of  the  horrors  to  come  in 
Chapter  2.    This  first  chapter,  about  four  or  five  paragraphs, 


TO  ENGLISH  245 

should  be  enough  for  one  day,  and  if  you  have  stopped  at  an 
interesting  place,  your  classmates  will  be  anxious  to  hear  the 
second  chapter.  For  the  next  day  rewrite  the  second  part,  and 
make  as  prompt  and  effective  an  ending  as  you  can.  Some 
excellent,  "shuddery"  ghost  stories  ought  to  result. 


LESSON  119 

Spelling  51 

Review  Spelling  41,  page  195. 

Punctuation  14 
Comma  with  for 
Eighth-year  pupils  often  use  a  sentence  in  which  for  joins 
two  statements. 

It  can't  be  nine  o'clock,  for  the  yard  is  full  of  boys. 

A  comma  is  needed  before /or,  just  as  it  is  before  but  or  and  so. 

Do  you  begin  to  get  an  idea?  A  comma  is  needed  in  any  sen- 
tence that  is  made  up  of  two  statements  joined  by  a  word  like 
but  or  and  so  or  for. 

Of  course  no  rules  say  that  "we  must  always  put  a  comma 
before  but  or  so  or  for."  The  rules  say  that  if  two  statements 
are  joined  by  such  words,  a  comma  must  be  used. 

Sometimes  for  is  a  preposition  and  must  not  have  a  comma 
before  it. 

Roland  and  I  went  to  the  well  for  a  pail  of  water  that  mother 
needed. 

Of  the  twenty  sentences  on  Sheet  14  there  are  fifteen  that 
need  a  comma  before  for.  The  other  five  sentences  need  no 
comma  at  all.  Insert  the  fifteen  commas.  Every  time  you 
put  in  a  comma,  explain  to  yourself  why  it  is  needed.  Explain 
to  yourself  why  commas  are  not  needed  in  the  other  cases. 


246  THE  JUNIOR  HIGHWAY 


LESSON  120 


Written  Composition  44 

Exercise.  The  scene  on  page  247  is  in  Egypt.  The  great 
stone  sphinx  may  be  5000  years  old;  the  man  on  the  camel  is 
an  American  army  officer.  Here  are  many  possibilities  for 
an  entertaining  theme — for  example:  (1)  find  out  from  the 
encyclopedia  why  sphinxes  or  pyramids  were  made.  (2)  In 
what  ways  is  a  camel  a  most  remarkable  and  useful  animal? 
(3)  If  the  sphinx  could  think  and  speak,  what  might  it  say 
to  a  man  from  a  new  country  on  the  other  side  of  the  world? 
You  may  use  any  similar  idea  that  strikes  your  fancy. 


LESSON  120  A 


Oral  Composition  34 
Proving  by  Observation 

Prove  two  or  more  of  these  statements  by  giving  instances 
that  you  know  about.  Be  sure  that  you  have  in  mind  exactly 
what  it  is  that  you  are  trying  to  prove.  If  you  do  not  fully 
prove  the  point,  your  classmates  are  likely  to  tell  you  of  your 
mistake.  Are  there  any  statements  here  that  you  know  to  be 
false? 

1.  Many  very  poor  people  are  happy. 

2.  Work  is  often  fun  at  the  same  time. 

3.  Cutworms  eat  through  the  stalks  of  corn  and  tomato  plants. 

4.  Fish  eat  worms. 

5.  Cats  destroy  birds. 

6.  It  is  bad  for  the  health  to  stay  in  the  water  too  long. 

7.  Driving  on  slippery  pavements  without  chains  is  dangerous. 

8.  Squirrels  eat  corn. 

9.  It  is  a  bad  plan  to  drink  during  a  basketball  game 

10.  Warm  air  goes  up. 

11.  Some  tramps  will  work. 


TO  ENGLISH 


247 


AN   AMERICAN   IN  EGYPT 


248  THE  JUNIOR  HIGHWAY 

12.  Seals  are  often  very  intelligent. 

13.  Some  dogs  can  understand  certain  words. 

14.  Drying  shoes  by  a  hot  fire  ruins  them. 

15.  Green  plant-lice  make  potato-vines  wither. 

16.  Sunflowers  turn  so  as  to  look  squarely  at  the  sun  all  day. 

17.  It  is  possible  to  get  rich  in  a  small  town. 

18.  Measles  are  "catching." 

19.  Sawdust  keeps  ice  from  melting. 

20.  Salt  makes  ice  melt  faster. 

21.  Bumblebees  make  honey. 

22.  Asphalt  becomes  soft  in  hot  weather. 

23.  A  street  car  will  stop  if  the  trolley  jumps  off  the  wire 


The  Right  Forms  28 

begin — began — have  or  has  begun 

1.  Now  I  begin  to  understand. 

2.  The  child  began  to  cry. 

3.  The  snow  had  begun  in  the  gloaming. 

4.  We  began  to  be  afraid. 

5.  Have  you  begun  to  study? 

6.  Who  began  to  write  first? 

7.  I  have  not  yet  begun  to  fight. 

8.  The  thunder  began  to  roll. 
.9.  He  had  begun  to  sink. 

10.  Why  have  you  begun  at  this  end? 

11.  She  began  to  eat  an  orange. 

12.  It  had  begun  to  get  lighter. 

13.  The  men  began  to  quarrel. 

14.  His  load  began  to  seem  heavy. 

15.  The  rain  has  begun  again. 

16.  We  ought  to  have  begun  work  earlier. 

17.  She  began  to  ask  questions. 

18.  I  had  just  begun  a  new  book. 

19.  Who  began  this  argument? 

20.  The  sun  had  just  begun  to  shine. 

21.  Why  has  he  begun  so  late? 

22.  They  began  at  the  wrong  end. 


TO  ENGLISH  249 

LESSON  121 

Spelling  52 
Review  Spelling  42,  page  200. 

Punctuation  15 
Comma  with  and 
Here  is  a  short  sentence  that  is  complete.    It  can  stand  alone 
with  a  period  after  it. 

Take  a  little  walk. 

Here  is  another  complete  sentence. 

Then  you  will  feel  better. 

If  we  wish  to  put  these  in  a  composition,  we  must  write  them  as 
two  separate  sentences. 

Take  a  little  walk.     Then  you  will  feel  better. 

To  use  a  comma  and  a  small  t  with  them  would  be  a  "sentence- 
error' ' — the  worst  fault  in  writing. 

But  we  may  make  them  into  one  sentence  by  hitching  them 
together  with  and. 

Take  a  little  walk,  and  then  you  will  feel  better. 

Any  sentence  of  this  kind,  made  with  but  or  so  or  for  or  and, 
is  called  "compound."  The  little  words  that  join  the  two  state- 
ments are  called  *  'con  j  unctions."  They  have  power  to  turn 
two  sentences  into  one.  Unless  you  use  a  conjunction,  you  do 
not  have  one  sentence.    The  little  conjunction  is  necessary. 

Before  this  conjunction  you  must  put  a  comma.  That  ought 
not  to  be  hard  to  learn  after  all  this  exercise. 

Yet  is  not  quite  so  easy  as  it  seems.  Read  the  next  sentence 
and  see  if  you  can  tell  why  there  is  no  comma  in  it. 

She  opened  the  door  softly  and  tiptoed  across  the  room. 

What  does  and  connect?  It  simply  joins  the  two  verbs,  opened 
and  tiptoed.  She  is  the  subject  of  both  verbs.  There  must  not 
be  any  comma. 


250  THE  JUNIOR  HIGHWAY 

The  twenty  sentences  on  Sheet  15  are  an  exercise  in  deciding 
whether  to  use  a  comma  with  and.  If  and  simply  joins  two 
verbs,  there  is  no  need  of  a  comma.  But  if  and  joins  another 
statement — another  subject  and  its  verb — there  must  be  a 
comma.  Study  these  two  pairs  of  sentences  before  you  try  to 
do  the  exercise. 

!1.    Webb  was  very  much  excited  and  ripped  the  letter  open  at  once. 
2.   Webb  was  very  much  excited,  and  we  wondered  why. 

!1.   She  came  rushing  out  and  almost  collided  with  Dick. 
.2.   She  came  rushing  out,  and  then  suddenly  she  stood  stock  still. 

Half  of  the  sentences  on  Sheet  15  need  a  comma;  half  of  them 
should  not  have  any  comma.  Decide  about  each  and  be 
prepared  to  give  your  reason. 


LESSON  121  A 


Punctuation  16 
Undivided  Quotations 

A  direct  quotation  should  be  surrounded  by  quotation  marks 
and  separated  from  the  rest  of  the  sentence  by  a  comma. 

1.  The  fireman  yelled  frantically,  "Don't  move  an  inch!" 

2.  "Please  come  here,"  she  said  in  a  coaxing  voice. 

You  see  in  number  1  that  a  quotation  begins  with  a  capital. 
You  see  in  number  2  that  the  word  after  a  quotation  begins  with 
a  small  letter. 

Now  look  at  a  quotation  that  asks  a  question  and  one  that 
exclaims. 

1.  "Can't  I  come  in?"  she  pleaded. 

2.  "How  I  hate  to  go!"  he  growled. 

With  a  question  mark  or  an  exclamation  mark  no  comma  is  used. 
Punctuate  each  of  the  quotations  on  Sheet  16,  putting  in  the 
capital  letters,  the  quotation  marks,  the  comma  (if  one  is 
needed),  and  any  period  or  question  mark  or  exclamation  mark 
that  is  needed. 


TO  ENGLISH  251 

LESSON  121  B 

Punctuation  17 
Divided  Quotations  of  One  Sentence 
Suppose  that  a  teacher  asked  a  class, 
"Do  you  think  there  should  be  a  comma  in  number  nine?" 
You  could  write  it  this  way : 

"Do  you  think,"  asked  the  teacher,  "that  there  should  be  a  comma 
in  number  nine?" 

There  are  two  pairs  of  quotation  marks  and  two  commas.  No- 
tice that  the  second  part  of  the  quotation  begins  with  a  small 
letter. 

Each  of  the  first  ten  sentences  on  Sheet  17  contains  one  quoted 
sentence  that  is  broken  apart  by  such  words  as  asked  the  teacher, 
said  he,  shouted  Allie.  Punctuate  each  sentence,  putting  in  the 
capitals,  the  two  pairs  of  quotation  marks,  the  two  commas,  and 
the  period  or  question  mark  at  the  end. 

Sentences  11-20  on  Sheet  17  are  a  mixed  lot:  some  have  no 
direct  quotation;  some  have  an  undivided  quotation;  some 
have  a  divided  quotation  of  one  sentence. 

Punctuate  the  twenty  sentences. 


LESSON  122 


Oral  Composition  35 
Proving  by  Authorities 

There  are  many  things  which  we  are  unable  to  prove  by  means 
of  our  own  observation.  When  we  try  to  find  out  the  truth 
about  such  matters,  we  take  the  opinions  of  people  who  are 
experts  in  these  matters.  If  you  wanted  advice  about  getting 
your  pony  shod,  you  would  ask  a  man  who  knew  about  the 
shoeing  of  ponies.  You  would  not  be  likely  to  take  the  advice 
of  a  barber  or  a  plumber  on  such  a  point. 


252  THE  JUNIOR  HIGHWAY 

Suppose  you  wished  to  know  whether  song  birds  save  millions 
of  dollars  every  year.  As  you  could  not  possibly  decide  by 
what  you  have  observed,  you  would  be  obliged  to  get  the 
opinions  of  men  who  have  studied  the  problem.  A  man  who 
lives  in  Illinois  knows  a  great  deal  about  song  birds;  yet  when 
he  wanted  to  show  that  they  save  a  vast  amount  of  money 
every  year,  even  he  found  it  necessary  to  get  the  opinions  of 
experts.    This  is  the  way  in  which  he  proves  his  point. 

The  native  birds  of  America  are  worth  millions  upon  millions  of 
dollars  yearly  in  the  service  they  give  by  destroying  insect  life  and 
thereby  protecting  our  grains  and  our  fruit  trees. 

The  loss  to  this  country  through  the  destructive  work  of  insects  has 
been  variously  estimated  by  students  of  the  subject  to  be  certainly 
more  than  $400,000,000,  and  by  some  authorities  to  be  as  high  as 
$800,000,000  a  year.  The  codling  moth  and  curculio  apple  pest  cost 
us  $12,000,000  a  year  in  the  reduced  value  of  the  apple  crop  and  more 
than  $8,000,000  a  year  in  the  cost  of  spraying  the  trees  to  keep  them 
from  destroying  even  more.  The  cinch  bug  reduces  the  value  of 
our  wheat  crop  about  $20,000,000  a  year,  and  the  cottonboll-weevil 
cuts  a  good  $20,000,000  a  year  out  of  the  value  of  this  country's 
cotton  crop.     These  are  only  a  few  of  the  leading  insect  pests. 

The  records  of  the  United  States  Biological  Survey  show  that  the 
green  leaf-louse,  a  very  destructive  insect,  multiplies  at  the  rate  of 
ten  sextillion  to  the  pair  in  one  season.  The  potato  bug,  another 
expensive  pest,  does  not  reproduce  so  rapidly.  One  pair  multiplies- 
from  50,000,000  to  60,000,000  in  one  season.  Authorities  state  that 
if  unchecked,  the  natural  increase  of  the  gypsy  moth  would  in  eight 
years  result  in  the  defoliation  of  all  the  trees  in  this  country. 

Nature  gave  us  birds  as  a  natural  combative  force  against  the  rav- 
ages of  insects.  Let  me  quote  you  a  few  figures  gathered  from  the 
reports  of  the  United  States  Government  Scientists. 

"By  far  the  most  efficient  aids  to  man  in  controlling  the  codling 
moth  are  the  birds." — Year  Book  (1911)  of  the  U.  S.  Department  of 
Agriculture. 

It  has  been  shown  that  the  codling  moth  does  more  damage  to 
apples  and  pears  than  all  other  insects  combined.  Thirty-six  species 
of  birds  attack  this  insect.  In  some  localities  the  birds  destroy  from 
66%  to  85%  of  the  larvae  of  these  insects.  More  than  fifty  species 
of  birds  feed  upon  caterpillars  and  thirty-six  species  live  largely  upon 
destructive  plant  lice. 

Professor  Edward  Howe  Forbush,  State  Ornithologist  of  Massa- 


TO  ENGLISH  253 

chusetts,  states  that  a  single  yellow-throated  warbler  will  consume 
10,000  tree  lice  in  a  day.  A  scarlet  tanager  has  been  closely  watched 
and  seen  to  devour  gypsy  moths  at  the  rate  of  thirty-five  a  minute 
for  eighteen  minutes  at  a  time.  He  also  reports  seeing  a  pair  of 
grosbeaks  visit  their  nest  450  times  in  eleven  hours,  carrying  to  their 
young  two  or  more  larvae  at  a  time. 

One  of  the  reports  of  the  Biological  Survey  records  finding  sixty 
grasshoppers  in  the  crop  of  one  night  hawk  and  500  mosquitos  in 
another;  thirty  cut  worms  in  the  crop  of  a  blackbird;  seventy  canker 
worms  in  the  crop  of  a  cedar  bird.  I  myself  at  one  time  had  the 
stomach  of  a  female  martin,  which  had  been  shot  by  a  boy,  carefully 
examined,  and  it  contained  nearly  2000  mosquitos,  a  large  number  of 
house  flies,  May-rose  and  striped  cucumber  beetles,  and  several  other 
kinds  of  insects.  It  is  simply  amazing,  to  one  who  has  not  made  a 
close  study  of  the  subject,  what  a  tremendous  amount  of  good  work 
in  destroying  insects  is  accomplished  by  our  native  birds.* 

After  we  have  read  all  this  evidence,  we  are  convinced  that 
the  statement  made  at  the  beginning  is  true. 

Exercise.  Give  orally  one  of  the  following  proofs  based  upon 
the  opinions  of  people  who  know  something  about  the  subject 
you  are  discussing. 

1.  Prove  that  a  certain  boy  is  a  good  football  or  basketball  player. 
Get  the  opinion  of  several  persons  who  are  good  judges  of  athletes, 
and  who  know  what  this  boy  has  done. 

2.  Prove,  by  the  evidence  of  two  or  more  people  who  know,  that  a 
certain  physician  or  dentist  (you  need  not  mention  his  name)  is  very 
successful  in  his  work. 

3.  Prove  by  good  evidence  that  it  pays  for  a  boy  or  girl  to  finish 
high  school. 

4.  Prove  by  the  statements  of  authorities  that  the 

car  is  a  very  satisfactory  one. 

5.  Prove  by  authorities  that  a  certain  carpenter,  bricklayer,  stone- 
mason, or  other  workman  does  excellent  and  lasting  work. 

6.  Prove  by  the  judgment  of  experts  the  excellence  of  a  baseball, 
tennis  racket,  carpet-sweeper,  sewing  machine,  or  typewriter  of  a 
certain  make. 

7.  Prove  in  a  similar  manner  that  a  certain  merchant  always  treats 
his  customers  fairly  and  gives  them  the  worth  of  their  money. 

*This  material  is  quoted  by  permission  from  a  pamphlet  by  Mr.  Joseph  H.  Dodson,  President 
of  the  American  Audubon  Association. 


254  THE  JUNIOR  HIGHWAY 

LESSON  122  A 

Punctuation  18 
A  Period  with  Divided  Quotations 

[This  lesson  and  the  following  one  are  rather  advanced  for 
most  eighth-year  classes.  They  are  intended  only  for  schools 
that  feel  the  need  of  them.] 

Look  at  the  period  between  these  two  sentences : 
Go  away.     Don't  bother  me. 

You  know  that  each  of  these  is  a  complete  sentence,  for  it  gives 
a  command  and  can  stand  alone.  Is  there  anything  very  hard 
about  that? 

Suppose  that  you  wanted  to  say  in  a  theme  that  a  storekeeper 
spoke  these  two  sentences.  When  you  put  quotation  marks 
around  them,  they  are  still  two  sentences. 

"Go  away,"  said  the  storekeeper.     "Don't  bother  me." 

That  is  all  there  is  to  it. 

See  whether  you  can  do  a  bit  of  this  "very  hard"  work.  Re- 
write the  three  following  sentences,  using  the  two  pairs  of  quo- 
tation marks,  the  comma,  and  the  period  after  the  said 
words — just  as  in  the  two  sentences  that  the  storekeeper  spoke. 

1 .  that's  queer  said  Frank  I  thought  it  was  all  gone 

2.  hurry  up  shouted  the  guide  there's  no  time  to  lose 

3.  don't  think  the  postmaster  replied  angrily  just  listen  to  me 

Of  course  the  first  of  the  two  sentences  of  a  quotation  might 
be  a  question. 

"Where  are  you?"  called  Ethel.     "I  can't  see  you." 

Does  it  seem  very  easy?  It  is  not  so  easy  as  you  may  think. 
For  in  the  exercise  that  follows,  some  of  the  quotations  are  of 
two  sentences,  and  some  are  of  one.  You  must  decide  in  each 
case  whether  there  is  one  sentence  or  two.  Then  you  are  to 
copy.  On  page  %55  is  a  sample  of  the  work  for  you  to  notice 
before  you  begin  the  exercise. 


TO  ENGLISH  255 

1.  come  here  said  the  janitor  I  need  help 

2.  come  here  said  Truman  arid  hold  the  bar 

Did  the  janitor  speak  one  sentence  or  two?  He  first  gave  a  com- 
mand, and  then  made  the  statement  that  he  needed  help.  He 
spoke  two  sentences.  But  Truman  simply  spoke  two  verbs  as 
two  commands,  and  joined  them  by  and.  There  is  only  one 
sentence.  There  must  be  only  a  comma  and  a  small  letter  after 
Truman. 

On  Sheet  18  are  twenty  quotations;  ten  of  them  contain  two 
sentences  and  should  be  written  with  a  period  and  a  capital 
after  the  words  like  said  Frank.  But  ten  of  them  contain  only 
one  sentence;  these  should  be  written  with  a  comma  and  a 
small  letter,  like  the  quotations  of  Punctuation  17. 

Here  is  the  clue :  If  you  take  out  the  "said"  words,  have  you 
one  sentence,  or  have  you  two  sentences?  Why  is  that  much 
harder  than  the  other  work  that  you  have  done  in  separating 
groups  of  words  into  two  sentences? 

Put  the  question  mark  after  any  question. 


LESSON  122  B 


Punctuation  19 
Commas  with  Participle  Groups 

Pupils  in  the  seventh  and  eighth  years  often  use  expressions 
like  "seizing  a  chair,"  "thinking  you  were  not  at  home."  Since 
seizing  and  thinking  are  called  "participles,"  a  convenient  name 
for  the  expressions  is  "participle  groups."  Sometimes  commas 
are  needed  with  them. 

This  is  not  saying  that  "you  must  always  put  commas  around 
participle  groups."  In  the  majority  of  cases  no  commas  are 
needed.  How  can  we  tell?  In  this  exercise  we  shall  see  some 
common  examples  and  learn  to  use  the  commas  in  easy  sen- 
tences. 


256  THE  JUNIOR  HIGHWAY 

1.  If  the  participle  group  comes  first  in  the  sentence,  use  a 
comma. 

Coming  home  late  one  night,  he  saw  a  light  in  his  window. 

2.  If  the  group  comes  far  after  the  word  it  modifies,  use  a 
comma. 

He  was  careless  as  usual,  having  learned  nothing  from  the  drill. 

3.  If  the  group,  coming  directly  after  the  word  it  modifies, 
sounds  like  an  explanation  of  why  or  when  or  how  somebody  did 
something,  use  two  commas. 

1.  Their  right  tackle,  misunderstanding  the  signal,  spoiled  the  play 

2.  Then  Jones,  stumbling  along  in  the  dark,  happened  to  hit  it. 

Those  two  participles  mean  "because  he  misunderstood,"  "while 
he  was  stumbling." 

We  have  been  speaking  about  participles,  which  always  belong 
with  some  noun  or  pronoun,  and  are  a  kind  of  adjective.  Of 
course  a  noun-like  word  or  group  of  words  that  ends  in  ing  would 
not  be  separated  by  a  comma. 

Looking  through  every  volume  of  the  big  encyclopedia  is  no  joke. 

Looking  does  not  modify  anything.    It  is  the  subject  of  is. 

In  fifteen  of  the  twenty  sentences  on  Sheet  19  there  is  a  group 
of  words  that  ought  to  be  surrounded  by  commas;  in  five  sen- 
tences no  commas  are  needed.    Punctuate  all  the  sentences. 


LESSON  123 
Spelling  53 


Review  Spelling  43,  page  209. 

There  are  some  very  common  words  that  have  an  e  before  ly 
and  ty.  One  is  often  used  in  signing  a  letter,  sincerely. 
Another  is  surely.  "Surely  he  writes  sincerely."  Another 
pair  is  lonely  and  lovely.    "It  is  lovely  in  this  lonely  spot." 


TO  ENGLISH  257 

Nowadays  "safety  first"  is  a  great  motto.  The  safety  has 
an  e  in  it.  So  has  entirely.  "Surely  it  is  entirely  right  to  think 
of  safety  first/ ' 

Do  you  remember  a  word  that  ends  in  ite?  It  is  de-\-fi-\-nite — 
definite.  The  last  i  is  the  hard  letter.  The  e  is  kept  in  definitely. 
"Surely  you  know  definitely. " 

Letters  21 

Exercise.  Three  weeks  before  the  opening  of  the  basketball 
season  you  remember  that  your  "Amateur"  basketball  is  badly 
ripped  in  one  of  the  seams.  In  a  letter*  to  the  H.  D.  Baker 
Sporting  Goods  Company,  420  South  Wabash  Avenue,  Chicago, 
you  ask  advice  as  to  getting  your  basketball  repaired.  You  do 
not  know  whether  you  should  send  it  to  the  factory,  or  how  ex- 
pensive the  repairs  may  be.  Think  of  the  situation  as  a  real 
one.    Prepare  the  letter  and  the  envelope. 


LESSON  124 
Spelling  54 


Review  Spelling  44,  page  212. 

You  have  learned  some  queer,  unusual  ways  of  making  the 
past  tense  of  verbs — such  as  tried,  paid,  stopped.  Remember 
that  these  are  peculiar.  Though  they  are  common  and  impor- 
tant, there  are  not  many  of  them. 

Unless  you  know  some  such  definite  rule,  always  add  ed  to  a 
verb — thus:  open,  opened;  offer,  offered;  suffer,  suffered;  burn, 
burned;  jump,  jumped. 

Most  verbs  that  end  in  y  should  have  the  regular  ending  ed, 
without  any  change:  stay,  stayed;  play,  played;  stray,  strayed; 
delay,  delayed;  employ,  employed;  destroy,  destroyed. 

Of  course  if  a  verb  ends  in  e,  you  add  only  d;  hoped,  moved, 
dared,  used.  Keep  used  in  mind.  We  often  put  to  after  it,  as 
in  "I  used  to  go." 

•This  letter  is  the  first  of  a  <^ri««s  which  continues  through  Lessons  125,  127,  and  128. 


258  THE  JUNIOR  HIGHWAY 

Can  you  think  of  an  adjective  that  ends  in  et?  It  sounds  like 
"kwiet,"  and  is  spelled  quiet.  "He  has  to  diet  and  keep 
quiet" 

Did  you  ever  see  th  I  together  in  a  word?  Very  few  English 
words  have  the  combination.  It  is  hard  to  pronounce.  But 
you  could  say  pathless  without  any  trouble.  The  only  common 
"ath"  word  is  athlete,  athletics.    Learn  this  thl  word. 

With  the  thl  word  put  a  couple  of  cl  words,  article  and  par- 
ticle.   Learn :    "The  article  on  athletics  hadn't  a  particle  of  sense." 

There  should  always  be  two  d's  in  address.  Think  of  ad-\- 
dress. 

Grammar  16 

Where,  when,  how,  and  why,  used  in  asking  questions,  are 
adverbs. 

1.  How  can  I  tell? 

2.  Why  did  you  go? 

3.  Where  did  he  find  it? 

4.  When  is  it  to  be  decided? 

Also  the  answers  to  questions,  yes  and  no,  are  called  adverbs. 
Another  common  word  that  is  called  an  adverb  is  there  used  to 
begin  a  sentence. 

There  is  some  sense  in  that. 

Find  one  adverb  in  each  of  the  following  sentences : 

1.  Why  do  you  ask  me?  2.  Yes,  I  have  some  money.  3.  Let's 
go  up.  4.  The  typewriters  were  clicking  noisily.  5.  How  do  you  do? 
6.  When  did  you  arrive?  7.  Please  run  ahead.  8.  He  played  well. 
9.  Where  are  you  going?  10.  Does  the  new  stove  cook  well? 
11.  Come  on.  12.  Can  you  see  well  with  your  left  eye?  13.  She  is 
distantly  related  to  me.  14.  Does  he  recite  well?  15.  He  talks  well 
in  class  about  the  adverb  well.  16.  Does  he  really  know  about  well? 
17.  He  probably  does.  18.  Do  you  think  so?  19.  What  word  could 
he  possibly  use  for  well?  20.  Perhaps  he  says  "good."  21.  Do  you 
mean  that  he  sometimes  uses  good  to  modify  a  verb?  22.  He  certainly 
does.     23.  That  is  .surely  astonishing.     24.  Indeed  it  is. 


TO  ENGLISH  259 

Adverbs  and  Adjectives 
If  we  want  to  describe  an  object  or  a  person,  we  may  use  a 
predicate  adjective. 

1.  The  pole  is  unsteady. 

2.  She  is  beautiful. 

3.  The  hills  are  barren. 

4.  The  cocoa  was  good. 

5.  The  air  was  heavenly. 

6.  The  day  was  cold. 

But  if  we  want  to  tell  how  something  was  done,  we  modify 
the  verb  with  an  adverb. 

1.  The  work  was  done  badly. 

2.  She  sings  well. 

3.  He  danced  wretchedly. 

4.  He  danced  well. 

5.  He  read  hurriedly. 

Many  pupils  do  not  know  the  difference  between  adjectives 
and  adverbs.  They  say  that  they  "played  good"  or  "did  good," 
when  they  mean  that  they  "played  well"  or  "did  well." 

Each  of  the  following  sentences  is  correct.  In  each  one  you 
will  find  after  the  verb  either  an  adverb  or  a  predicate  adjective. 
Decide  about  each  case,  preparing  to  recite  in  one  of  these  ways : 

1.  Good  is  a  predicate  adjective.  It  modifies  the  subject 
toboggan. 

2.  Well  is  an  adverb.    It  modifies  the  verb  steered. 

1.  The  sheep  acted  queerly.  2.  The  priest  walked  sedately. 
3.  Doesn't  the  taffy  taste  sweet?  4.  He  always  recites  well.  5.  The 
poor  invalid  seemed  lonely.  6.  That  word  lonely  may  be  hard.  7.  I 
studied  hard  on  that  number  five.  8.  The  play  was  silly.  9.  The 
housekeeper  was  slovenly.  10.  The  wish  on  your  Christmas  card 
was  lovely.  11.  The  ending  "ly"  is  seen  frequently  on  adjectives. 
12.  How  can  you  tell  surely?  13.  You  can  tell  only  by  seeing  the 
meaning  of  the  word.  14.  The  subject  is  described  always  by  an 
adjective.  15.  A  word  modifying  a  verb  is  never  anything  but  an 
adverb. 


260  THE  JUNIOR  HIGHWAY 

The  Right  Forms  29 
he,  she,  I — him,  her,  me 

1.  He  will  go. 

2.  She  will  go. 

3.  He  and  she  will  go  together. 

4.  I  am  tired. 

5.  He  is  tired. 

6.  Both  he  and  I  are  tired. 

7.  Give  it  to  me. 

8.  Give  it  to  her. 

9.  Give  it  to  her  and  me. 

10.  She  and  I  will  do  the  work. 

11.  This  work  is  for  her  and  me. 

12.  He  and  I  will  help  you. 

13.  I  need  help  from  you  and  him. 

14.  Why  didn't  you  ask  him  or  me? 

15.  This  is  he. 

16.  Tell  your  story  to  her  and  me. 

17.  Perhaps  she  and  I  can  catch  the  car. 

18.  This  picture  belongs  to  you  and  me. 

19.  You  and  I  can  sell  it. 

20.  She  and  he  saw  the  fire. 

21.  She  and  he  called  the  dog. 

22.  The  dog  ran  up  to  her  and  him. 

23.  Why  didn't  he  and  I  get  some  candy? 

24.  Neither  he  nor  I  can  go. 

25.  It  was  she  who  made  the  discovery. 

26.  Does  the  cabin  belong  to  you  and  him? 

27.  Bad  luck  seems  to  follow  you  and  me. 

28.  Just  between  you  and  me,  I  don't  believe  it. 

29.  That  is  just  like  her. 

30.  Somehow  he  and  she  can  never  agree. 


TO  ENGLISH  261 


LESSON  125 


Spelling  55 

Review  Spelling  45,  page  216. 

The  possessive  of  a  plural  noun  is  formed  in  a  very  simple 
way*    You  can  do  it  with  one  little  stroke  of  a  pencil. 

But  first  you  must  have  the  plural.  That  is  the  hard  part — 
getting  the  plural.  It  doesn't  sound  hard,  does  it?  But  the 
fact  is  that  we  rushing  Americans  are  apt  to  try  to  do  two  things 
at  once.  If  you  want  to  learn  to  form  possessive  plurals,  you 
must  do  one  thing  at  a  time. 

So  first  get  the  plural:  boy,  boys;  swallow,  swallows;  lady, 
ladies;  Thomas,  Thomases;  Charles,  Charleses;  Jones,  Joneses. 
Perhaps  you  never  made  such  plurals  of  proper  names.  Do  they 
look  strange  to  you?  Would  your  hand  balk  if  it  was  told  to 
form  the  plural  of  Jones?  Don't  let  it  balk.  Make  it  add  the 
es,  just  as  it  would  for  thrushes  or  peaches  or  buses. 

When  you  have  slowly  and  steadily  and  fearlessly  formed  the 
plural,  stop.  Pause  a  second.  Look  the  plural  over  and  see  if 
it  is  right. 

Then — not  till  then — are  you  ready  to  form  the  possessive. 
You  do  this  by  simply  putting  an  apostrophe  after  the  s;  boys', 
ladies',  thrushes',  Thomases' ,  horses',  Joneses'. 

Always  think  of  the  three  steps:  (1)  get  the  plural;  (2)  stop 
and  look  the  plural  over;  (3)  put  an  apostrophe  after  the  s. 

There  are  a  few  nouns  that  do  not  have  an  s  in  the  plural — 
like  men,  women,  children.  In  any  such  case,  form  the  plural 
possessive  just  as  you  would  a  singular:  men's,  women's,  chil- 
dren's. 

The  word  straight  has  eight  letters  in  it — s  tr  aight. 

You  know  how  to  spell  four  and  pour.  Put  course  with  these : 
"Of  course  I  can  pour  out  four  pints." 

Look  hard  at  cor-\-ner,  corner.  "Little  Jack  Horner  sat  in  a 
corner." 


262  THE  JUNIOR  HIGHWAY 

Letters  22 

You  receive  this  letter  from  the  Baker  Company  in  reply  to 
the  one  you  wrote  in  Lesson  123.  Notice  carefully  its  form  and 
what  the  writer  says. 

THE  H.  D.  BAKER  SPORTING  GOODS  COMPANY 
420  South  Wabash  Avenue 
Chicago,  Illinois 

November  15,  1921 

Mr.  Charles  F.  Wallace 
Dixon,  Illinois 
Dear  Sir: 

We  note  that  you  have  one  of  our 
"Amateur"  basketballs  which  has  ripped.   If 
this  ball  is  the  Model  1920  "Amateur,"  you 
cannot  have  used  it  a  year,  as  this  model  was 
not  put  on  the  market  until  December  15  of 
last  year.  You  may  be  aware  that  we  guarantee 
this  basketball  against  ripping  during  the 
first  year  of  ordinary  use.   Of  course,  if  you 
have  the  earlier  model  "Amateur,"  it  will  be 
necessary  for  us  to  make  a  reasonable  charge 
for  repairs  of  this  character. 

Inclosed  you  will  find  a  label  to  be 
used  in  shipping  the  basketball  to  our 
address.   We  suggest  that  you  ship  by  parcels 
post.   You  may  be  assured  that  we  shall 
endeavor  to  serve  you  as  promptly  as  possible 
after  the  arrival  of  your  shipment. 

Yours  very  truly, 
The  H.  D.  Baker  Sporting  Goods  Co. 


a^Sfert/L**' 


HAW-BLP 


Service  Manager 


TO  ENGLISH  263 

Your  basketball  is  of  the  older  model.  Accordingly,  you 
realize  that  you  will  be  obliged  to  pay  for  having  it  repaired. 
You  send  it  to  the  firm  by  parcels  post,  with  the  bladder  inside  it. 
Write  a  letter  in  which  you  inform  the  company  of  your  action, 
telling  them  to  give  you  their  prices  on  making  the  necessary 
repairs,  and  supplying  a  new  bladder  if  they  find  it  impossible 
to  make  the  old  one  fit  for  service.  Use  your  own  name  and 
address  in  place  of  that  used  in  the  letter  above. 


LESSON  126 

Spelling  56 

Review  Spelling  46,  page  220,  and  Spelling  47,  page  221. 

Grammar  17 
Adverbs  and  Prepositions 

Pupils  often  confuse  prepositions  with  adverbs.  You  will 
never  have  trouble  if  you  remember  one  thing :  With  a  preposi- 
tion there  is  always  some  noun  or  pronoun  that  is  its  object. 
Here  are  three  prepositions. 

1.  The  bird  flew  over  me. 

2.  We  came  by  the  'path. 

3.  They  crawled  under  the  bars. 

Here  are  the  same  words  without  any  objects.     They  are 
adverbs. 

1.  Sometimes  a  crow  flies  over  slowly. 

2.  We  dropped  in  as  we  were  passing  by. 

3.  Which  wrestler  is  under  now? 

In  each  of  the  following  sentences  there  is  one  adverb  and  one 
preposition.    Find  which  is  which  and  explain  in  these  ways: 

1.  On  is  an  adverb  because  it  modifies  the  verb  had  walked. 

2.  On  is  a  preposition  because  it  has  the  object  deck. 

1.  Rob  dived  headlong  into  the  water.  2.  In  a  minute  I  will  look 
in.     3.  I'll  come  for  that  one  presently.     4.  The  puppy  ran  in  be- 


264  THE  JUNIOR  HIGHWAY 

tween  my  legs.  5.  He  held  the  ring  up  to  the  light.  6.  As  I  turned 
around,  he  thrust  it  up  his  sleeve.  7.  He  tied  a  rope  around  the  barret 
and  threw  it  off.  8.  He  must  have  jumped  off  a  springboard  before. 
9.  Before  another  hour  the  peddler  will  move  along.  10.  You  will 
seldom  find  one  along  this  shore. 

In  each  of  the  following  sentences  there  are  three  adverbs 
that  modify  a  verb.  Find  each  one.  Be  on  your  guard  against 
prepositions. 

1.  Why  is  he  rowing  back  to  the  dock  so  fast?  2.  Now  a  fog  is 
slowly  settling  down  over  the  ocean.  3.  Here  in  America  the  sun  is 
still  up  in  the  sky.  4.  The  man  who  walks  too  far  into  these  woods 
will  stay  out  late.  5.  Yes,  he  has  already  gone  away  from  our  house. 
6.  Then  there  were  not  so  many  people  in  Delaware.  7.  Why  did 
the  actor  come  out  from  his  dressing-room  so  quickly?  8.  Have  you 
been  over  here  lately?  9.  Where  have  they  gone  wrong  now?  10. 
How  can  you  swim  high  in  the  water  unless  you  work  hard? 


LESSON  127 

Spelling  57 


Review  Spelling  48,  page  225. 

There  are  a  few  very  curious  words  that  contain  ei.  That 
combination  ought  to  look  very  strange  to  you.  It  is  outlandish 
and  unreasonable.  But  here  it  is  in  our  language,  and  we  must 
learn  it  for  a  few  words — only  a  few.  The  first  pair  is  either  and 
neither.    They  are  queer  words. 

Another  pair  is  freight  and  weight.  They  have  the  sound  of 
long  a. 

After  the  letter  c  we  always  have  ei:  conceit,  deceive,  deceit, 
receive. 

Seize  is  a  monstrosity.  It  ought  to  be  spelled  some  other 
way.    But  it  is  spelled  ei. 

It  will  be  a  good  plan  to  think  of  all  these  freakish  ei  words  as 
"weird,"  for  weird  also  has  that  ei  in  it. 


TO  ENGLISH  265 

Letters  23 
The  Baker  Company  write  you  the  following  letter,  dated 
November  16. 

We  have  received  your  basketball 
and  your  letter  of  November  12.   Upon  examina- 
tion we  find  that  we  can  repair  the  seam  for 
you  at  a  cost  of  fifty  cents.   As  to  the  blad- 
der we  must  tell  you  that  in  our  best  judgment 
the  rubber  is  so  lifeless  that  it  will  be  lit- 
tle use  to  patch  it.   You  will  undoubtedly  be 
better  satisfied  if  you  permit  us  to  supply  a 
new  one.   The  price  of  the  best  grade  of  blad- 
der, which  is  the  only  grade  we  recommend  as 
really  satisfactory,  is  ninety  cents. 

If  the  course  of  action  we  recom- 
mend is  satisfactory  to  you,  kindly  advise  us 
to  that  effect,  inclosing  your  check  for 
$1.60,  which  includes  twenty  cents  for  post- 
age. We  shall  then  give  the  matter  our 
immediate  attention,  making  the  return  ship- 
ment at  the  earliest  possible  date. 

Exercise.  Advise  the  firm  that  you  wish  them  to  make  the 
necessary  repairs  and  to  supply  a  new  bladder.  Mention  the 
date  of  their  most  recent  letter.  Tell  them  that  you  are  very 
anxious  to  have  the  basketball  again  within  two  weeks  from 
the  date  of  your  letter.  Prepare  the  letter  and  the  envelope. 
Pill  out  a  check  for  the  necessary  amount,  and  inclose  it. 


LESSON  127  A 


Grammar  18 
Adverbs  of  Degree 
Adverbs  modify  adjectives,  to  show  how  much. 

1.  The  day  was  very  cold. 

2.  She  is  much  happier. 

3.  Harley  was  not  so  glad. 

4.  The  color  is  all  right. 

5.  Your  work  is  all  wrong. 


266  THE  JUNIOR  HIGHWAY 

The  day  was  not  simply  cold,  but  very  cold.  She  is  not  simply 
happier,  but  much  happier.  Harley  was  not  so  glad  as  some- 
body else.  The  color  is  not  simply  right,  but  all  right.  Your 
work  is  not  only  wrong,  but  all  wrong. 

Adverbs  modify  other  adverbs  in  the  same  way. 

1.  They  attacked  more  fiercely. 

2.  A  stoker  works  too  hard. 

3.  Condors  fly  extremely  high. 

4.  The  watch  is  running  all  right. 

5.  I  can't  run  fast  enough. 

Now  learn  the  full  definition  of  an  adverb:  An  adverb  is  a 
word  that  modifies  a  verb,  an  adjective,  or  another  adverb. 

In  each  of  the  next  twenty  sentences  there  are  two,  and  only 
two,  adverbs.     Find  each  one  and  say  what  it  modifies. 

1.  He  is  hardly  strong  enough.  2.  You  came  too  soon.  3.  Shall 
I  come  somewhat  later?  4.  They  are  almost  here.  5.  He  has  not 
quite  recovered.  6.  I  was  all  tired  out.  7.  I  am  now  entirely  sure 
about  the  facts.  8.  The  clothes  are  scarcely  dry  yet.  9.  Somehow 
I  fell  off.  10.  Next  came  a  truly  wonderful  pudding.  11.  Once 
upon  a  time  there  was  a  king  named  Log.  12.  He  ruled  well  and 
faithfully.  13.  But  the  people  were  very  little  pleased  with  their 
king.  14.  I  feel  so  very  sleepy.  15.  My  elbow  is  all  right  now. 
16.  He  talks  too  loudly.  17.  I,  too,  fell  down.  18.  Certainly  too  is 
always  an  adverb.  19.  Some  pupils  always  put  both  o's  in. 
20.  Notice  well  that  the  word  all  is  frequently  an  adverb. 

How  many  adverbs  can  you  find  in  this  sentence? 

These  pictures,  which  are  hung  on  the  north  wall  of  the  gallery 
under  a  skylight,  near  the  door  that  leads  out  into  the  main  corridor, 
are  beautiful  in  coloring  and  seem  worthy  of  more  attention. 

On  has  an  object;  so  has  of,  and  under,  and  near,  and  into,  and 
in,  and  of.  These  are  all  prepositions.  Beautiful  is  a  predi- 
cate adjective  after  are;  worthy  is  a  predicate  adjective  after 
seem.  There  is  only  one  adverb,  out;  it  modifies  the  verb 
leads.  Even  a  very  long  sentence  may  not  have  any  adverbs. 
How  many  adverbs  are  there  in  the  sentence  at  the  top  of 
page  267? 


TO  ENGLISH  267 

He  is  probably  not  very  far  off. 

Probably  modifies  is;  not  modifies  is;  off  modifies  is  (showing 
place  or  distance).  Far  modifies  off,  and  very  modifies  far. 
So  in  a  sentence  of  seven  words  there  may  be  five  adverbs. 

Find  every  adverb  in  the  following  sentences  and  tell  what 
it  modifies.  In  some  sentences  there  are  no  adverbs.  In 
some  there  are  as  many  as  five  or  six. 

1.  We  had  scarcely  got  down.  2.  Is  he  careful  enough  with  the 
children?  3.  They  have  not  yet  returned.  4.  Possibly  we  ought  to 
go  after  her.  5.  I  am  not  so  sure  about  that.  6.  He  plays  checkers 
too  well  for  me.  7.  Twice  I  told  him  that  we  must  go  faster.  8.  At 
the  end  of  the  long  vacation  in  September  the  students  went  at  their 
work  without  much  interest.  9.  Soon  afterwards  the  robin  came  back. 
10.  Then  the  engine  went  forward  slowly  for  several  miles.  11.  Snow 
is  seldom  seen  so  far  down  in  the  valley.  12.  Where  do  you  live  now? 
13.  The  wind  was  in  our  teeth  from  half  an  hour  after  that,  or  we 
should  have  made  port  in  99  days.  14.  How  are  you,  down  there 
below  us?  15.  Three  sailors  went  aloft,  and  two  ran  below. 
16.  Nowadays  we  hardly  ever  see  a  real  blizzard.  17.  Sometimes  there 
is  too  much  noise  upstairs.  18.  I  certainly  think  he  reads  worse  now. 
19.  When  can  the  trolley  go  ahead?  20.  Why  does  a  girl  almost 
always  get  off  backwards?  21.  Some  men  think  they  never  can 
work  too  hard.  22.  In  the  Canadian  Rockies  is  little  Lake  Louise, 
which  lies  amid  the  grim,  black  mountains  like  a  blue  opal  in  a  heap 
of  boulders.  23.  I  wish  we  had  some  store  near  us  at  which  we  could 
buy  the  dishes  and  clothes  we  need.  24.  They  rise  early  and  stay  up 
late.  25.  Often  they  come  here  for  bread-crumbs.  26.  Are  you 
quite  sure  of  that?  27.  You  must  surely  get  out  into  the  open  air 
for  two  hours  a  day.  28.  I  firmly  believe  that  he  is  a  truly  honest 
man.  29.  Perhaps  she  is  very  much  worried  by  being  left  up  there 
all  alone. 


LESSON  128 

Spelling  58 

Review  Spelling  52,  page  249;  53,  page  256. 

Almost  all  pupils  can  spell  the  first  syllable — m  i  n — of 
minute.  The  second  syllable  sometimes  gives  trouble.  It  has 
only  three  letters — u  t  e. 


268  THE  JUNIOR  HIGHWAY 

Learn  two  words  that  contain  a  single  r:  around  and  arouse. 
Put  your  attention  on  the  r.  There  is  only  one  r.  Make  a 
sentence  that  contains  the  two  words. 

Learn  four  words  that  contain  aim  again,  against,  certain, 
captain.  "Again  the  captain  advanced  against  almost  certain 
death." 

A  great  many  words  are  formed  by  putting  dis  in  front  of 
another  word.  If  you  put  dis  before  able  or  advantage  or  agree, 
you  have — with  just  one  s — disable,  disadvantage,  disagree. 
If  you  add  able  to  disagree  what  have  you?  You  have  dis- 
agreeable.    There  is  one  s,  and  there  are  three  e's. 

You  know  the  verb  appear.  You  must  also  know  appointed. 
See  if  you  can  put  dis  in  front  of  each.  Be  careful.  These 
words  have  fooled  older  and  wiser  people  than  you.  Now  try 
on  a  piece  of  paper.     Think  of 

dis + appear  dis + appointed 

In  each  case  there  is  only  one  s;  there  are  two  p's. 

Letters  24 

You  receive  the  following  letter  from  the  Baker  Company, 
dated  November  23. 

We  have  received  your  letter  of 
November  17,  stating  that  you  wish  us  to  re- 
pair your  "Amateur"  basketball  and  to  furnish 
a  new  bladder.   The  ball  has  been  sent  to 
our  repair  department,  and  prompt  attention 
will  be  given  to  the  work.   It  is  scarcely 
possible  for  us  to  get  your  shipment  ready  at 
an  earlier  date  than  December  7,  by  reason 
of  the  large  amount  of  repair  work  that 
is  just  now  coming  in.   However,  you  may  be 
assured  that  we  shall  do  our  best  to  serve 
you  as  promptly  as  possible  under  present 
conditions. 

Exercise.  Write  an  answer,  urging  that  your  work  be  has- 
tened as  much  as  possible,  and  asking  that  a  catalog  of 
athletic  goods  be  sent  you. 


TO  ENGLISH  269 

LESSON  129 

Grammar  19 
Phrases  as  Adjective  and  Adverb 

A  preposition  always  has  some  noun  or  pronoun  for  an  ob- 
ject. The  combination  of  the  preposition  and  its  object  is 
called  a  "phrase."  Every  phrase  is  attached  to  some  one 
word.  It  modifies  this  word,  just  as  an  adjective  or  an  adverb 
does.  If  that  word  is  a  noun  or  pronoun,  the  phrase  is  an 
adjective  phrase. 

1.  We  went  to  our  home  in  the  mountains. 

2.  He  had  muscles  of  iron. 

3.  He  was  a  man  without  a  country. 

"In  the  mountains"  modifies  home,  "of  iron"  modifies  muscles; 
"without  a  country"  modifies  man. 

If  a  phrase  modifies  any  word  except  a  noun  or  pronoun,  it 
is  an  adverb  phrase. 

4.  Our  home  is  in  the  mountains. 

5.  He  will  be  here  in  a  minute. 

6.  She  went  for  thirty-nine  days  without  food. 

"In  the  mountains"  modifies  is,  telling  where.  "In  a  minute" 
modifies  will  be,  telling  when.  "For  thirty-nine  days"  modifies 
went,  telling  how  long.  "Without  food"  modifies  went,  telling 
in  what  way. 

There  is  one  easy  way  to  tell  what  word  a  phrase  modifies. 
Put  "What"  in  front  of  the  phrase  and  find  the  most  natural 
answer.  "What  in  the  mountains?"  "What  without  a 
country?"     "What  in  a  minute?" 

Here  is  another  big  help  in  telling  what  phrases  modify: 
Suspect  the  verb.  Any  phrase  that  tells  where  or  when  or  how 
is  almost  sure  to  modify  the  verb.  For  example,  it  might 
seem  the  right  answer  in  number  5  to  say  "Here  in  a  minute." 
But  think  about  the  verb.  When  will  he  be?  He  will  be  in  a 
minute.     The  phrase  modifies  will  be. 


270  THE  JUNIOR  HIGHWAY 

Find  each  prepositional  phrase  in  the  following  sentences 
and  prepare  to  recite  in  this  way:  "The  preposition  is  between. 
Its  objects  are  June  and  July.  The  phrase  modifies  the  verb 
arrived.     It  is  an  adverb  phrase." 

1.  With  a  sigh  he  turned  into  the  path  that  led  to  his  cabin.  2.  On 
her  dressing  table  were  all  sorts  of  silver  furnishings.  3.  In  the  puddle 
were  a  lot  of  tadpoles  that  were  swimming  around  a  bunch  of  weeds. 
4.  Into  the  trolley  at  that  moment  came  a  small  child.  5.  Until 
morning  we  wandered  all  about  the  town.  6.  Uncle  has  something 
for  us  in  his  pocket.  7.  We  have  a  corkscrew  with  other  tools  at- 
tached to  it.  8.  In  Bob's  book  there  is  a  picture  of  a  man  flying 
through  the  air  from  the  back  of  a  bucking  bronco.  9.  Underneath 
the  sidewalk,  between  two  stones,  was  a  nest  of  spiders.  10.  If  you 
walk  among  the  piles  of  grain  and  beans,  you  realize  what  a  lot  of 
wealth  is  stored  under  this  roof. 

Study  in  the  same  way  the  phrases  on  pages  273,  274.* 


LESSON  130 


Written  Composition  45 
Argument 

It  very  often  happens  that  we  desire  to  make  other  people 
think  as  we  think.  Unless  you  are  able  to  present  your  argu- 
ments well,  you  will  not  succeed  in  bringing  others  to  your 
opinion.     Choose  one  of  the  following  exercises. 

Exercise  1.  Suppose  that  your  uncle,  who  has  promised 
to  give  you  a  new  bicycle  some  time,  thinks  that  your  old  one 
is  still  good  enough.  Write  a  letter  in  which  you  try  to  con- 
vince him  that  a  new  bicycle  would  be  a  good  investment. 
Present  your  best  arguments  in  the  effort  to  prove  your  case. 

Exercise  2.  You  have  a  sled  which  you  wish  to  sell.  Your 
friend  likes  the  sled,  but  is  undecided  whether  to  buy  it  or  a 
pair  of  skates.  Write  a  letter  in  which  you  attempt  to  convince 
him  that  he  should  have  the  sled  rather  than  the  skates. 

•Additional  work  of  this  kind  may  be  done  with  the  sentences  on  pages  276,  277,  and  279, 
or,  indeed,  with  most  of  the  grammar  exercises  in  the  book. 


TO  ENGLISH  271 

Exercise  3.  A  merchant  can  give  work  to  a  boy  or  girl 
during  the  Christmas  vacation.  You  want  the  place.  The 
man  is  in  doubt,  for  he  fears  that  you  are  not  quite  old  enough. 
In  a  letter  try  to  convince  him  that  you  can  do  the  work  in  a 
way  that  will  please  him.  Be  sure  to  observe  the  right  forms 
of  the  business  letter. 


LESSON  130  A 
Oral  Composition 


Suppose  that  the  class  intends  to  camp  for  a  week  at  a 
certain  lake  or  river.  Half  the  pupils  are  in  favor  of  living 
in  tents,  while  the  others  think  that  it  would  be  best  to  occupy 
two  cottages  that  stand  near  the  shore.  Let  each  party  elect 
one  or  more  persons  to  argue  the  case.  Judges  can  decide  on 
the  argument,  or  a  decision  can  be  reached  by  vote,  after  the 
speakers  finish '. 


LESSON  131 


Grammar  20 
Objects  of  Verbs 

In  the  following  sentences  the  nouns  and  pronouns  after  the 
verbs  are  called  "objects  of  the  verb." 

1.  I  bought  a  box. 

2.  She  carried  a  'parasol. 

3.  Do  you  admire  him? 

4.  We  must  not  leave  them. 

5.  They  wore  tall  silk  hats. 

6.  He  heard  a  loud  report. 

We  say  that  box  is  the  object  of  bought,  that  him  is  the  object 
of  admire,  etc. 

That  word   "object"  has  a  strange  fascination  for  many 
pupils.     It  has  a  mysterious  power  over  them.     Some  young 


272  THE  JUNIOR  HIGHWAY 

people,  when  once  they  have  heard  about  "objects,"  are  always 
fond  of  them.  Whenever  they  see  any  subject  or  predicate 
nominative  or  predicate  adjective  or  adverb  after  a  verb,  the 
word  "object"  jumps  to  their  lips,  and  they  say  it  without 
thinking  what  they  are  about. 

So  be  warned  of  this  danger.  Always  hesitate  before  you 
say  that  a  word  is  an  object.  Think  twice.  Very  likely  the 
word  is  a  predicate  nominative  or  a  subject. 

The  foolish  way  of  saying  "object"  seems  in  some  schools 
as  bad  as  a  regular  epidemic  of  mumps  or  tonsillitis.  It  has 
been  called  "objectivitis."  It  is  very  contagious  and  very 
hard  to  cure.  Be  sure  that  you  don't  catch  the  germ.  You 
will  never  have  trouble  if  you  keep  thinking  about  predicate 
nominatives  and  subjects.  It  is  an  even  chance  that  a  word 
after  a  verb  is  not  an  object  at  all. 

How  can  we  find  out  whether  a  word  is  an  object  or  not? 
See  whether  the  subject  has  done  some  action  to  something, 
without  a  preposition.  The  object  is  not  the  same  thing  as 
the  subject  and  does  not  explain  the  subject.  It  receives  some 
action  from  the  subject,  without  any  preposition. 

Look  hard  at  the  words  after  the  verbs  in  these  five  sentences, 
and  see  why  they  are  not  objects. 

1.  Mother  thought  of  me. 

2.  The  parrot  was  a  funny  bird. 

3.  The  grass  was  growing  taller. 

4.  Boys  will  become  men. 

5.  The  breaking  waves  dashed  high. 

Mother  did  not  "think  me,"  but  "of  me."  The  parrot  did  not 
perform  some  action  upon  another  bird;  bird  is  a  predicate 
nominative.  The  grass  was  not  performing  an  action  upon 
anything;  it  was  simply  becoming  taller;  taller  is  not  an  object. 
The  boys  will  not  do  any  "becoming"  to  some  other  persons; 
they  themselves  will  be  the  men;  men  is  a  predicate  nominative, 
not  an  object.  The  waves  did  not  dash  anything  called  a 
"high";  they  dashed  in  a  certain  way — highly;  high  is  not  an 


TO  ENGLISH  273 

object.     If  we  should  say,  "The  waves  dash  spray  over  us," 
then  spray  would  be  an  object. 

In  the  twenty  sentences  below  there  are  ten  objects.  De- 
cide about  each  word  that  follows  a  verb  and  explain  what  it  is* 

1.  I  saw  him  last  night.  2.  During  the  early  part  of  his  life  he  had 
been  a  wealthy  man.  3.  The  photograph  was  a  good  likeness. 
4.  This  point  of  land  is  called  "Juniper  Point."  5.  By  some  very 
clever  whistling  he  called  the  squirrel  to  him.  6.  Isn't  Marjorie  grow- 
ing fast  now?  7.  Carnegie  became  the  wealthiest  man  in  America. 
8.  That  yellow  hat  doesn't  become  her  very  well.  9.  I  will  surely  pay 
the  money  before  the  end  of  the  week.  10.  We  are  using  a  lot  of 
sugar  today.  11.  By  standing  on  the  seat  I  could  just  reach  the  hat- 
rack.  12.  That  stuff  hanging  from  all  the  trees  is  called  Spanish  moss. 
13.  Spain  has  always  been  a  monarchy.  14.  A  torrent  of  water  is 
flowing  over  the  dam.  15.  The  oilcloth  feels  sticky.  16.  The  young 
robin  could  not  swallow  the  big  worm.  17.  Don't  take  the  top  off  yet. 
18.  We  are  very  proud  of  our  new  rug.  19.  Some  day  Japan  may 
have  the  largest  city  in  the  world.  20.  The  mason  spread  a  thin 
layer  of  plaster  over  the  three  stones.* 


LESSON  131  A 


Grammar  21 
Indirect  Objectf 
Look  at  the  word  me  in  the  following  sentence: 
He  handed  me  his  ticket. 

What  did  he  give?  He  gave  his  ticket;  ticket  is  the  object. 
To  whom  did  he  give  it?  He  gave  it  to  me.  If  any  noun  or 
pronoun  is  thus  used  after  a  verb  to  show  to  whom  the  action 
was  done,  it  is  called  the  "indirect  object."  Sometimes  an 
indirect  object  means  "for  whom." 

*Abundant  material  for  additional  work  of  this  kind  is  provided  in  Part  I — for  example,  the 
sentences  on  pages  26,  27,  and  85. 

tThis  brief  lesson  and  the  following  one  should  be  combined  with  some  needed  review  of 
spelling,  grammar,  or  "Right  Forms."  Teachers  who  wish  to  take  up  other  constructions  of 
■ouns  will  find  appositives  explained  on  page  200.  The  remaining  constructions  are  given  in  the 
Appendix,  oages  311-814. 


274  THE  JUNIOR  HIGHWAY 

Uncle  Ben  secured  her  a  seat. 

He  did  not  "secure  her,"  for  that  is  nonsense;  he  secured  a 
seat  for  her. 

There  is  no  preposition  in  these  sentences.  The  pronouns 
are  not  the  objects  of  "understood"  prepositions,  but  are  in- 
direct objects  of  the  verbs. 

Here  are  further  examples  of  indirect  objects: 

1.  We  gave  the  car  a  thorough  cleaning. 

2.  Sarah  showed  us  her  pictures. 

3.  The  letter  brought  him  good  news. 

4.  You  must  pay  the  postman  ten  cents. 

5.  Please  get  me  a  glass  of  water. 

To  what  did  we  give  the  cleaning?  To  whom  did  Sarah  show? 
To  whom  did  the  letter  bring?  For  whom  are  you  to  get  a 
glass  of  water?  The  answers  to  these  questions  give  the 
indirect  objects. 

In  the  fourth  sentence  it  would  make  sense  to  say  that  we 
"paid  the  postman";  but  to  whom  did  we  pay  the  ten  cents? 
We  paid  it  to  the  postman.     Postman  is  the  indirect  object. 

In  the  following  sentences  find  the  indirect  objects  by  asking 
"to  or  for  whom?"  "to  or  for  what?"  In  two  of  the  sentences 
there  are  no  indirect  objects. 

1.  Please  do  me  this  favor.  2.  I  will  make  you  a  kite.  3.  The 
janitor  never  allows  us  an  extra  minute.  4.  I  will  not  lend  them  a 
cent.  5.  It  seems  to  me  that  you  owe  Miss  Blakely  an  apology. 
6.  The  conductor  explained  to  us  the  difference  between  the  white 
and  the  blue  strips.  7.  Please  pass  us  the  butter.  8.  How  can  I 
sell  you  the  cloth  for  any  less?  9.  Mr.  Sharpe  sang  for  the  children 
an  old  plantation  melody.  10.  I  tried  to  teach  Leila  the  way  to  swing 
a  bat.  11.  Bring  me  the  long  pole  that  you  saw  in  the  basement. 
12.  Will  you  show  me  the  proper  way  to  fasten  these  pieces  of  wood 
together?  13.  The  woman  had  not  given  us  any  of  the  cake.  14. 
Can't  you  show  Will  an  easier  way  to  get  the  cherries  that  are  on  that 
high  branch?     15.  Mrs.  Murray  finally  told  Leona  the  whole  story. 

16.  Tell  me  why  they  didn't  leave  the  waiters  even  a  dish  of  ice-cream. 

17.  The  guide  suddenly  handed  Mr.  Ferguson  the  paddle.  18.  Tell 
Martha  to  fetch  Mother  the  big  crock  of  milk. 


TO  ENGLISH  275 

LESSON  131  B* 

Grammar  22 
Adjective  Clauses 
You  have  learned  how  a  noun  may  be  modified  by  a  phrase: 
The  tree  beside  the  front  gate  is  dying. 

We  could  modify  tree  in  a  different  way : 

The  tree  which  grows  beside  the  front  gate  is  dying. 

The  modifier  of  tree  in  the  second  sentence  contains  a  verb, 
grows;  the  subject  of  grows  is  the  pronoun  which.  So  here  is 
something  like  a  little  sentence  tucked  inside  the  real  sentence. 
The  real  sentence  is  "The  tree  is  dying."  Inside  this,  to  modify 
treey  we  put  the  group  of  words  which  grows  beside  the  gate. 

Any  such  modifying  group,  which  contains  a  subject  and  a 
verb,  is  called  a  "clause. "f  1.  A  clause  is  not  a  sentence;  it 
cannot  stand  alone  as  a  complete  statement.  (See  pages 
89,  95  of  Part  I.) 

If  a  clause  modifies  a  noun  or  pronoun,  it  is  an  adjective 
clause. 

1.  The  car  that  he  rented  was  worth  $6000. 

2.  A  fellow  who  talks  like  that  must  know  something. 

3.  The  Commercial  House,  which  is  nearer  the   Temple, 
may  be  better. 

4.  The  book  that  I  am  reading  is  interesting. 

In  each  sentence  on  page  276  there  is  one  adjective  clause 
made  with  that  or  who  or  which.  Find  each  clause  and  say 
what  noun  or  pronoun  it  modifies. 

*This  brief  lesson  should  be  combined  with  some  needed  review. 

Note  for  Teachers^  Any  work  with  clauses  in  the  eighth  year  should  be  considered  merely 
preliminary;  it  must  be  simple.  In  many  eighth-year  classes  it  is  not  advisable  to  do  even  such 
preliminary  work.  Unless  a  class  is  rather  forward,  thoroughly  grounded  in  the  elements,  the 
year's  work  had  better  be  rounded  out  with  a  review  of  the  syntax  of  common  words. 

tThe  full  and  proper  name  is  "subordinate  clause";  the  main  part  of  the  sentence  is  called 
the  "main  clause'  or  "principal  clause."  But  beginners  may  find  that  this  distinction  confuses 
instead  of  helping.  For  the  sake  of  simplicity  and  ease  this  book  uses  "clause"  to  mean  "sub- 
ordinate clause." 


276  THE  JUNIOR  HIGHWAY 

1.  The  troops  that  came  from  Georgia  were  well  drilled.  2.  A 
Frenchman  who  did  not  know  much  English  was  trying  to  tell  a 
funny  story.  3.  The  way  in  which  he  talked  without  saying  anything 
was  simply  marvelous.  4.  Here  are  some  that  I  am  in  love  with. 
5.  This  is  a  game  for  a  man  who  has  perfectly  steady  nerves.  6.  Don- 
ald had  a  club  of  Irish  bog-oak,  which  he  brought  in  to  show  us. 
7.  The  Hatfields  overpowered  the  officers  who  were  guarding  the 
McCoys.  8.  Let's  have  a  few  that  we  can  stand  on.  9.  There  are 
several  others  that  the  organist  can  work  with  his  feet.  10.  Chin 
Foo  was  a  Hong  Kong  boy  that  we  hired  for  three  weeks.  1 1 .  Several 
of  the  students  who  entered  the  contest  won  honors. 


LESSON  131  C 

Grammar  23 
Adverb  Clauses 


Most*  adverb  clauses  modify  verbs. 

1.  I  will  stay  if  you  wish. 

2.  You  will  be  cold  unless  you  bundle  up. 

3.  Take  this  medicine  whenever  the  attacks  come  on. 

4.  You  must  stay  wherever  you  are  placed. 

5.  He  hesitated,  as  he  did  not  wish  to  disobey. 

In  the  first  sentence  will  stay  is  modified  by  the  if  clause;  in 
the  second  will  be  is  modified  by  the  unless  clause;  in  the  third 
the  clause  tells  when  you  must  take;  in  the  fourth  the  clause 
tells  where  you  must  stay;  in  the  fifth  the  as  clause  gives  the 
reason  for  hesitating. 

Adverb  clauses  almost  always  begin  with  joining  words — 
called  conjunctions — like  if,  unless,  when,  as.  Some  conjunc- 
tions are  made  of  two  words. 

1.  The  bird  acted  as  if  it  had  been  wounded. 

2.  Open  the  window,  so  that  we  can  have  some  fresh  air. 

•Certain  clauses  of  comparison  modify  adjectives  and  adverbs:  It  is  taster  than  I  thought 
It  is  not  »o  high  as  I  feared.     This  is  as  far  as  I  dare  to  go. 


TO  ENGLISH  277 

iVn  adverb  clause  often  comes  first  in  the  sentence. 

1.  If  you  wish,  I  will  stay. 

2.  Unless  you  bundle  up,  you  will  be  cold. 

3.  Whenever  the  attacks  come  on,  take  this  medicine. 

4.  Wherever  you  go,  Rover  follows. 

5.  Whatever  you  wish,  I  will  try  to  do. 

These  clauses  modify  the  verbs  that  come  after  them.  Notice 
that  they  are  followed  by  commas. 

Each  of  the  following  twenty-four  sentences  contains  one 
adverb  clause  modifying  a  verb.  Find  each  clause  and  say 
what  verb  it  modifies.  If  an  adverb  clause  comes  first  in  a 
sentence,  look  ahead  for  the  verb  that  it  modifies. 

1.  When  you  are  through  with  the  paper,  give  it  to  me.  2.  We 
found  some  mushrooms  where  nobody  else  had  thought  of  looking. 
3.  While  you  sleep  calmly  in  your  berth,  the  engineer  is  straining  every 
nerve  in  his  body.     4.  If  you  don't  like  the  soup,  why  do  you  eat  it? 

5.  As  I  turned  on  the  light,  I  noticed  a  mouse  scurry  into  a  corner. 

6.  Twenty-two  million  copies  of  In  His  Steps  have  been  sold  since 
the  book  was  first  published.  7.  If  you  don't  know  his  address,  look 
in  the  directory.  8.  Whenever  she  stops  to  look  at  the  baby,  she 
misses  some  of  the  notes.  9.  You  can  see  bits  of  paper  wherever  you 
look.  10.  Unless  I  am  very  much  mistaken,  Malcolm  has  not  been 
practicing  faithfully.  11.  Before  I  had  time  to  rush  to  the  door,  the 
big  drops  were  splashing  in.  12.  Though  she  looks  perfectly  fresh 
every  day  at  five  o'clock,  she  is  really  tired.  13.  They  don't  come  to 
America  because  they  want  to  make  America  rich.  14.  Mr.  and 
Mrs.  Vernon  looked  as  if  they  were  posing  for  their  pictures.  15.  We 
need  a  bigger  range  in  the  kitchen,  so  that  we  can  cook  all  the  things 
at  once.  16.  If  I  live  to  be  a  thousand  years  old,  I  shall  never  forget 
the  expression  on  his  face.  17.  After  Mr.  Harte  had  passed  coffee 
and  salad  and  sandwiches  for  twenty  minutes,  he  began  to  think 
about  his  own  hunger.  18.  The  geyser  quietly  simmers  and  bubbles 
in  that  way  till  some  more  pressure  has  developed  down  below. 
19.  You  must  always  act  as  though  you  thought  his  stories  very 
funny.  20.  Until  Mrs.  Beach  heard  this  health  lecture,  she  had  never 
known  anything  about  tuberculosis  in  milk.  21.  After  he  had  handed 
in  his  examination  paper,  he  hurried  home.  22.  He  went  after  he  had 
been  urged.  23.  When  she  was  seated,  Laurie  sat  down.  24.  If  they 
don't  come  soon,  we  shall  start. 


278  THE  JUNIOR  HIGHWAY 


LESSON  131  D 

Grammar  24 
Noun  Clauses 
A  clause  may  be  used  as  a  noun. 

1.  Where  I  could  turn  next  was  a  puzzle. 

2.  The  fact  is  that  he  may  be  joking. 

Who  or  what  was  a  puzzle?  "Where  I  could  turn  next"  is  the 
subject  of  was.  The  whole  group  of  words  is  like  one  noun  or 
pronoun,  as  if  we  should  say,  "The  next  turn  was  a  puzzle." 
In  the  second  sentence  the  whole  clause,  "That  he  may  be 
joking,"  is  a  predicate  nominative  after  is. 

Study  each  noun  clause  in  the  next  eight  sentences.  The 
first  two  clauses  are  subjects  of  the  verbs;  the  third  and  fourth 
are  predicate  nominatives;  the  other  four  are  objects. 

1.  What  he  says  may  be  true.  2.  That  he  has  dirty  fingernails  is 
a  bad  sign.  3.  The  puzzle  is  how  he  got  in.  4.  The  question  was 
whether  I  could  afford  it.  5.  I  must  find  out  which  is  best.  6.  Ask 
her  what  she  wants.  7.  Tell  me  if  it  is  true.  8.  Do  you  know  why 
we  were  late? 

The  words  where,  that,  whether,  if,  and  why,  which  begin  a 
clause  or  join  it  to  a  verb,  are  called  "conjunctions" — that  is, 
"joining  words."  Some  noun  clauses  are  formed  with  the 
relative  pronouns  what,  who,  and  which.  Some  noun  clauses 
do  not  have  any  conjunction  or  pronoun  at  the  beginning; 
clauses  of  this  sort  may  be  very  short : 

1.  He  promised  he  would. 

2.  We  thought  you  were. 

3.  Do  you  think  they  steal? 

A  noun  clause  is  usually*  a  subject  or  a  predicate  nominative 
or  an  object  of  a  verb.  In  each  of  the  following  twenty  sen- 
tences there  is  one  noun  clause.    Find  it  and  say  how  it  is  used. 

•Sometimes  it  is  the  object  of  a  preposition:  "I  am  wondering  about  what  I  can  say."  Some- 
times it  is  in  apposition:  "The  fear  that  he  might  miss  the  train.' 


TO  ENGLISH  279 

1.  How  he  does  it  is  a  mystery.  2.  I  wonder  how  he  likes  to  beat 
carpets.  3.  The  question  is  whether  they  will  come  in  the  rain.  4.  I 
think  they  will.  5.  Show  me  what  you  got  in  the  mail.  6.  What 
I  don't  like  about  him  is  his  conceit.  7.  The  fact  is  that  I  can't 
afford  it.  8.  He  showed  us  where  the  car  went  over  the  bank. 
9.  Don't  you  know  how  it  works?  10.  You  never  can  tell  where  she  is 
looking.  11.  Uncle  said  he  would  try  to  buy  one  at  the  counter  in 
some  restaurant.  12.  My  idea  is  that  there  won't  be  enough  cream 
to  go  around.  13.  Do  you  suppose  we  have  been  overheard? 
14.  One  common  superstition  is  that  you  must  never  begin  a  journey 
on  Friday.  15.  Do  you  know  which  one  is  Mrs.  Curtis?  16.  Ask  him 
if  he  has  locked  the  door.  17.  Where  MacGregor  sits  is  the  head  of 
the  table.  18.  That  is  just  what  I  am  afraid  of.  19.  I  fear  you  have 
eaten  too  much  dessert.     20.  Whatever  she  does  is  always  done  well. 


LESSON  132 

Oral  Composition  37 
A  Debate 


Suppose  we  hold  a  class  debate  on  this  subject:  Resolved, 
that  squirrels  should  be  protected  by  law  in  our  town.  Now  there 
are  two  sides  to  this  question.  A  question  that  has  only  one 
side  is  not  a  good  question  for  a  debate.  No  one  of  you  would 
try  to  debate  the  question:  Resolved,  that  the  sale  of  cigarettes 
to  persons  under  sixteen  should  be  forbidden  by  law.  That  ques- 
tion has  already  been  settled  by  the  good  sense  of  our  people 
and  our  lawmakers.  No  American  would  care  to  debate  the 
question :  Resolved,  that  America  is  a  better  place  to  live  than  the 
Sahara  desert.    There  is  not  a  particle  of  doubt  about  the  matter  ^ 

But  the  question  of  the  protection  of  squirrels  has  two  sides x 
for  even  naturalists  have  different  opinions  about  it.  If  you 
are  in  doubt  on  this  point,  read  the  selections  that  follow,  and 
think  about  them.  Are  they  the  statements  of  persons  who 
should  know  what  they  are  talking  about?  If  they  are,  then 
we  must  call  them  "good  evidence." 


280  THE  JUNIOR  HIGHWAY 

Mr.  Dallas  Lore  Sharp,  the  naturalist,  says,  speaking  of  the 
red  squirrel  or  chickaree : 

Oh,  he  is  the  smallest  whirlwind,  the  tiniest  tempest,  the  biggest 
little  somebody  in  all  the  knot-holes  of  the  woods.  He  spills  over 
with  loud  talk  and  conceit.  But  I  like  him,  for  all  of  that.  And  he 
likes  me.  He  is  interested  in  me  every  time  he  sees  me.  A  gossiping 
gadabout,  a  busybody,  a  tiresome  little  scold,  a  robber  of  birds'  nests 
(so  I  am  told);  a  fighter,  a  nuisance  (when  he  makes  a  nest  in  my 
cellar,  as  he  did  last  winter),  a  thief,  a — what  more  shall  I  say?  Just 
this:  that,  in  spite  of  all  his  faults,  I  like  chickaree,  and  I  don't  want 
him  put  in  jail  or  hanged — not  unless  he  really  does  eat  young  birds 
and  suck  eggs. 

They  say  he  does.  Did  you  ever  see  him?  Now  I  have  seen  old 
birds  flying  at  him  as  if  afraid  he  might  come  near  their  nests,  or  as 
if  he  had  robbed  them  before;  but  there  are  six  or  ten  red  squirrels 
in  my  yard,  and  I  have  never  caught  one  killing  young  birds.  You 
must  watch  him  yourself;  and  when  you  see  him  do  it  (not  hear  him, 
nor  hear  about  him),  when  you  see  him  robbing  a  nest,  make  him  into 
pot-pie  right  off.  Then  write  me  a  letter  telling  me  all  about  what 
you  saw  him  do.* 

The  President  of  the  American  Audubon  Association  has 
said : 

In  some  country  places  the  squirrels  are  a  menace  to  our  native 
birds.  In  Evanston,  for  a  number  of  years,  there  was  a  penalty  at- 
tached to  the  killing  of  squirrels.  We  learned,  however,  to  our  sor- 
row, that  the  squirrels  were  destroying  our  birds'  nests,  and  were 
causing  song  birds  to  leave  us.  I  caused  this  law  protecting  the  squir- 
rels to  be  repealed,  and  we  soon  noticed  the  increase  in  the  number  of 
our  song  birds.  We  know  that  the  birds  are  worth  more  than  the 
squirrels. 

In  Farmers'  Bulletin  609  issued  by  the  United  States  Depart- 
ment of  Agriculture,  we  find  the  opinion  of  another  expert,  who 
is  discussing  the  care  of  bird  houses. 

Squirrels  give  more  or  less  trouble  by  gnawing  houses,  eating  eggs, 
and  killing  nestlings.  Red  squirrels,  in  particular,  have  a  bad  reputa- 
tion in  this  respect,  and  many  experimenters  keep  their  grounds  free 
from  them.  Some  regard  flying  squirrels  as  but  little  better  than 
red  ones.     Even  gray  and  fox  squirrels  are  occasionally  troublesome. 

'Copyright,  the  Century  Company,  from  Beyond  the  Pasture  Bart. 


TO  ENGLISH  281 

It  is  not  necessary,  however,  that  bird  lovers  should  wage  indiscrimi- 
nate warfare  against  all  squirrels.  It  is  far  better  to  adopt  the  rule 
never  to  kill  a  squirrel  unless  there  is  reason  to  believe  that  it  has 
acquired  the  habit  of  eating  eggs  or  young  birds;  the  result  will  probably 
be  that  not  more  than  one  red  squirrel  in  fifty  nor  more  than  one  gray 
squirrel  in  a  hundred  will  have  to  be  killed.  Where  squirrels  are 
numerous  they  give  more  or  less  trouble  by  gnawing  and  disfiguring 
houses.  This  damage  may  be  prevented,  however,  by  covering  the 
parts  about  the  entrance  with  tin  or  zinc. 

It  will  be  a  good  plan  to  begin  preparations  for  the  debate 
about  a  week  before  it  is  to  be  held,  for  then  the  class  will 
have  plenty  of  time  to  think  about  both  sides  of  the  subject 
and  to  find  and  consider  evidence.  First  study  the  bits  of 
evidence  in  this  lesson. 

When  we  get  ready  for  our  debate,  we  must  try  to  get  as 
much  good  evidence  as  we  can.  We  must  study  both  sides 
of  the  question,  for  we  need  to  be  able  to  answer  the  arguments 
of  our  opponents.  We  can  talk  with  people  about  the  question; 
also,  we  may  be  able  to  find  some  information  in  books  written 
by  naturalists  and  bird-lovers.  We  may  be  able  to  do  some 
observing  for  ourselves,  besides. 

We  may  divide  up  the  class  by  putting  the  odd  numbers  on 
one  side  and  the  even  numbers  on  the  other.  Or,  if  the  numbers 
happen  to  be  equal,  girls  may  debate  against  boys.  When  the 
divisions  are  made,  a  good  way  to  proceed  is  as  follows.  After 
evidence  has  been  collected,  both  "sides"  meet  separately,  and 
each  appoints  a  chairman.  Then  the  question  is  talked  over  in 
these  meetings,  and  each  "side,"  directed  by  its  chairman,  elects 
a  team  of  three  or  four  debaters.  The  members  of  the  team 
divide  the  points  of  the  question  among  them,  and  arrange 
for  one  of  their  number  to  give  the  "rebuttal"  or  answer  the 
arguments  of  the  opposing  team.  The  members  of  the  class 
who  are  not  on  one  of  the  teams  will  help  to  collect  evidence, 
and  give  as  much  help  as  possible  to  the  representatives  they 
have  elected  to  battle  for  them. 

When  the  debate  is  given,  pupils  from  an  upper  class  may  be 
invited  to  act  as  judges. 


282  THE  JUNIOR  HIGHWAY 

LESSON  132  A 

Oral  Composition  38 
A  Trial  in  Court 

Who  has  seen  a  trial?  Has  any  member  of  the  class  a  relative 
who  is  a  lawyer  or  a  judge?  Just  for  fun,  we  might  turn  our 
classroom  into  a  courtroom,  and  conduct  the  trial  of  a  certain 
well-known  and  very  troublesome  individual.  His  name  is 
English  Sparrow. 

We  can  try  him  on  several  different  charges.  We  can  accuse 
him  of  being  a  vagrant — a  worthless  loafer — and  perhaps  we 
can  prove  the  charge.  We  can  also  bring  against  him  the  charge 
of  being  a  public  nuisance.  Maybe  we  can  even  charge  him  with 
robbery,  housebreaking,  or  assault.  In  fact,  we  can  bring  one 
charge  after  another  against  Sparrow,  and  we  may  possibly 
convict  him  on  all  of  them. 

In  our  court  we  must  have  a  judge,  of  course.  Then  we  must 
have  a  jury  of  twelve,  who  decide  whether  the  accused  has  been 
shown  to  be  guilty  of  any  charge  brought  against  him.  There 
must  be  an  attorney  who  prosecutes  the  accused  individual; 
and  everybody,  no  matter  how  bad,  is  entitled  to  an  attorney 
to  defend  him.  The  attorney  for  the  defense  must  try  hard  to 
destroy  the  evidence  presented  against  his  client,  and  must 
bring  up  any  good  thing  about  him  that  he  can  think  of.  If  he 
sees  that  his  case  is  sure  to  be  lost  and  that  his  client  will  be 
punished,  he  may  try  to  have  the  punishment  made  as  light 
as  possible. 

After  the  judge  and  jury  have  listened  to  the  arguments  of 
the  lawyers,  the  stories  of  witnesses,  and  the  statements  that 
the  accused  makes  in  his  own  defense,  the  judge  gives  advice 
or  instructions  to  the  jury.  Then  the  jury  must  retire  to  another 
room,  where  they  will  decide  upon  the  case.  All  twelve  votes 
must  be  given  against  the  prisoner  before  he  can  be  declared 
guilty.  If  the  jury  decides  that  he  has  been  proved  guilty,  the 
judge  then  gives  him  his  sentence. 


TO  ENGLISH  283 

In  working  up  our  trial  we  must  try  to  find  out  as  much  about 
trials  and  courts  as  we  can.  Perhaps  some  of  us  can  observe  a 
real  trial.  We  can  all  read  about  trials,  and  ask  questions  about 
them.  In  this  trial,  the  attorney  for  the  defense  will  have  a 
hard  task,  for  people  will  have  a  great  deal  of  prejudice  against 
his  client.  He  should  confer  with  the  pupil  who  takes  the  part 
of  the  prisoner,  and  make  plans  for  the  defense.  He  must  be 
ready  to  put  up  a  game  fight  to  the  last.  The  judge  must  see 
to  it  that  the  jury  decides  fairly,  not  upon  their  personal  opin- 
ions, but  upon  the  evidence  presented. 

Here  are  some  suggestions  for  making  out  the  charges  against 
Mr.  Sparrow.  If  he  is  found  guilty  of  one  or  more  charges, 
should  he  be  sentenced  to  death  or  to  banishment  from  the 
country? 

The  Case  of  the  Government  Against  the  English  Sparrow. 

Extracts  from  Farmers'  Bulletin  493,  U.  S.  Department  of  Agri- 
culture. 

The  English  sparrow  among  birds,  like  the  rat  among  mammals, 
is  cunning,  destructive,  and  filthy.  Its  natural  diet  consists  of  seeds, 
but  it  eats  a  great  variety  of  other  foods. 

As  a  flock  of  fifty  sparrows  requires  daily  the  equivalent  of  a  quart 
of  wheat,  the  annual  loss  caused  by  these  birds  throughout  the  country 
is  very  great.  It  reduces  the  number  of  some  of  our  most  useful  and 
attractive  native  birds,  as  bluebirds,  house  wrens,  purple  martins,  tree 
swallows,  cliff  swallows  and  barn  swallows,  by  destroying  their  eggs 
and  young  and  by  usurping  nesting  places.  It  attacks  other  familiar 
species,  as  the  robin,  wren,  red-eyed  vireo,  cat  bird,  and  mocking  bird, 
causing  them  to  desert  parks  and  shady  streets  of  towns.  Unlike  our 
native  birds  whose  place  it  usurps,  it  has  no  song,  but  is  noisy  and 
vituperative. 

The  evidence  against  the  English  sparrow  is,  on  the  whole,  over- 
whelming, and  the  present  unfriendly  attitude  of  the  public  toward  it 
is  reflected  in  our  state  laws.  Nowhere  is  it  included  among  protected 
birds. 

One  of  the  greatest  objections  to  the  English  sparrow  is  its  aggres- 
sive antagonism  toward  the  small  native  birds,  especially  those  fa- 
miliar species  which,  like  itself,  build  their  nests  in  cavities.  Nest 
boxes  provided  for  bluebirds,  martins,  or  wrens — birds  both  useful  and 
pleasing — too  often  fall  into  the  possession  of  this  graceless  alien. 


284  THE  JUNIOR  HIGHWAY 

LESSON  132  B 

Oral  Composition  39 

A  Thankful  Client 

When  the  great  novelist,  Sir  Walter  Scott,  was  practicing  law,  he 
was  once  called  upon  to  defend  a  certain  well-known  poacher  and 
sheep-stealer.  Almost  everyone  was  sure  that  the  rascal  had  been 
catching  hares  illegally.  However,  as  it  was  impossible  to  prove  the 
charge  against  him,  he  was  released. 

"You're  a  lucky  scoundrel,"  Scott  whispered  to  his  client,  when  the 
verdict  of  the  court  was  pronounced. 

"I'm  just  o'  the  same  opinion,"  replied  the  poacher,  "and  I'll  send 
ye  a  fine  hare  in  the  morning,  man." — Adapted  from  Lockhart. 

Exercise.  Prepare  to  tell  orally  a  little  incident  from  the 
life  of  some  author  or  other  famous  person.  Let  it  be  very  short, 
like  the  one  given  above.    Use  several  direct  quotations. 

Spelling  59 

In  connection  with  this  short  oral  lesson  the  teacher  may 
assign  a  review  of  some  Spelling  Sections  like  54,  55y  56,  or  of 
some  earlier  sections  in  which  the  class  is  not  yet  perfect. 


LESSON  132  C 

Oral  Composition  40 
Questions  for  Class  Debates 

In  preparing  to  debate  these  questions,  use  both  your  own 
observation  and  the  opinions  of  authorities,  which  you  learn 
by  conversation  and  reading. 

1.  Resolved,  that  it  is  wrong  to  keep  wild  animals  in  captivity. 

2.  Resolved,  that  motor-cars  and  tractors  can  altogether  take  tbe 
place  of  horses. 


TO  ENGLISH  285 

3.  Resolved,  that  in  this  age  of  typewriters  it  is  not  worth  while  to 
practice  penmanship. 

4.  Resolved,  that  the  sale  of  rifles  and  shotguns  to  persons  under 
the  age  of  twenty-one  should  be  prohibited  by  law. 

5.  Resolved,  that  pupils  who  dislike  mathematics  should  not  be 
forced  to  take  the  subject. 

6.  Resolved,  that  boys  and  girls  should  be  required  to  wear  uni- 
forms to  school. 

7.  Resolved,  that  we  could  do  without  movies  more  easily  than  with- 
out books. 

8.  Resolved,  that  the  riding  of  motorcycles  on  roads  and  streets 
should  be  prohibited. 


LESSON  132  D 

Written  Composition  46* 
A  Class  Book 

Will  your  class  leave  anything  by  which  later  classes  may 
remember  it?  How  would  it  be  for  the  class  to  write  a  little 
book  which  could  be  presented  to  the  school  library  for  those 
who  come  after  you  to  read  when  you  have  passed  on?  It  can 
be  done,  and  it  is  worth  doing. 

Naturally,  your  book  will  be  divided  into  chapters.  If  a  small 
committee  works  on  each  chapter,  it  will  not  be  long  before 
your  book  is  done.  Then  it  can  be  typed,  illustrated,  and  bound, 
so  that  it  will  be  a  work  of  which  the  class  may  be  proud. 

There  are  many  good  subjects  that  may  be  chosen  for  such  a 
book.  One  possible  subject  is  Carrying  the  United  States  Mail. 
This  subject  might  be  divided  into  the  following  eight  chapters. 

1.  The  pony  express 

2.  The  stage  coach 

*Note  for  Teachebs:  The  authors  do  not  recommend  the  use  of  projects  of  this  character 
except  for  classes  of  unusual  advancement  that  have  adequate  library  facilities  at  their  disposal. 
Where  conditions  are  otherwise,  the  attempt  is  likely  to  result  in  a  waste  of  valuable  time. 


286  THE  JUNIOR  HIGHWAY 

3.  The  dog-sled  in  the  North 

4.  The  railway  mail  service  today 

5.  The  air  mail  service 

6.  Delivery  in  a  city 

7.  Rural  free  delivery 

8.  How  Uncle  Sam  handles  registered  mail 

Another  good  subject  is  Heating  the  American  Home.  We 
might  trace  the  history  of  home-heating  through  the  following 
nine  chapters. 

1.  Indian  heating 

2.  The  Pilgrim  Fathers  and  their  heating  devices 

3.  The  old-fashioned  fireplace  such  as  Whittier  knew 

4.  The  wood  stove 

5.  Coal  heaters 

6.  The  hot-air  furnace 

7.  How  a  house  is  heated  by  steam 

8.  Hot-water  heating  systems 

9.  Gas  and  electric  heaters 

A  third  suggestion  for  a  subject  is  American  Transportation. 
In  tracing  this  subject  through  American  history  we  might 
write  the  following  chapters. 

1.  Columbus  and  his  vessels 

2.  The  Mayflower 

3.  The  ox-wagon 

4.  The  Indian  canoe 

5.  The  saddle  horse 

6.  The  prairie  schooner 

7.  The  canal-boat 

8.  Early  steamboats 

9.  Modern  lake  and  river  craft 

10.  Early  railroads 

11.  The  bicycle  and  the  motorcycle 

12.  The  snowshoe  and  the  dog-sled 

13.  The  modern  railway 

14.  The  history  of  street  cars  and  electric  railways 

15.  The  story  of  the  automobile 

16.  Balloons  and  aircraft 


TO  ENGLISH  287 

LESSON  X  133* 

Grammar  25 
Who,  Which,  and  That  in  Clauses 

If  you  want  to  know  anything  about  a  clause,  you  must  first 
•separate  it  from  the  rest  of  the  sentence.  Never  try  to  study  a 
clause  until  you  have  taken  it  out  of  the  sentence.  That  sounds 
easy — doesn't  it?  It  is  easy.  Yet  many  pupils  always  have 
trouble  because  they  will  not  follow  that  simple  piece  of  advice. 
You  will  be  far  along  on  the  grammar  road  when  you  learn  to 
""take  the  clause  out  of  the  sentence." 

Suppose  you  were  studying  this  sentence:  "I  like  toast  that 
is  brown  on  both  sides."  What  is  the  clause?  The  clause  is 
"that  is  brown  on  both  sides." 

Write  that  down.  You  will  always  find  that  a  clause,  when  you 
set  it  down  separately  like  that,  has  a  verb.  It  is  not  a  complete 
sentence,  but  it  is  very  much  like  one.  First  find  the  verb.  The 
verb  is  is.  Who  or  what  is?  That  is.  The  pronoun  that  is  the 
subject,  just  as  it  or  he  or  she  might  be  the  subject  in  a  sentence. 
B*"own  is  a  predicate  adjective  modifying  that.  On  both  sides  is  a 
phrase  modifying  the  verb  w,  telling  where  it  is  brown. 

Always  take  the  clause  out  first.  Even  if  you  do  not  write  it 
on  the  board  or  on  paper,  you  must  think  of  "lifting  it  out  of  the 
sentence."  Make  your  mind  see  the  clause  as  if  it  were  cut 
away  from  the  rest  of  the  sentence,  or  as  if  it  had  a  ring  drawn 
around  it.  Then  look  for  the  verb.  Then  ask,  "Who  or  what?" 
If  you  will  always  take  those  three  steps,  in  that  order,  you  will 
find  that  work  with  clauses  is  easy. 

Take  the  clause  out  of  this  sentence,  also:  "She  is  a  teacher 
in  whom  I  have  confidence." 

The  clause  is  "in  whom  I  have  confidence."  The  verb  is  have. 
The  subject  is  /.  Whom  is  the  object  of  in,  just  as  if  it  were  "in 
her."  Confidence  is  the  object  of  have.  Have  is  modified  by  the 
phrase  in  whom. 

♦This  and  the  following  grammar  lessons,  numbered  with  an  "X,"  are  intended  only  for  the 
use  of  forward  classes  that  can  profit  by  such  advanced  work. 


288  THE  JUNIOR  HIGHWAY 

If  we  want  to  use  the  pronoun  that  instead  of  whom,  we  have 
to  do  a  queer  thing.    We  cannot  say  "in  that  I  have  confidence." 
We  must  put  in  at  the  end  of  the  clause- 
She  is  a  teacher  that  I  have  confidence  in. 

That  is  the  object  of  in,  even  though  in  comes  after  it  and  is 
far  away  from  it. 

Who,  which,  and  that  are  called  "relative  pronouns"  because 
they  relate  to  some  noun  or  pronoun  that  comes  before  them. 
Relative  pronouns  form  adjective  clauses  that  modify  the  noun 
or  pronoun.  Every  clause  that  they  make  is  like  a  little  sen- 
tence in  which  there  is  a  subject  and  a  verb.  Inside  this  clause 
the  relative  pronoun  is  always  one  of  three  things:  (l)  It  may 
be  the  subject  of  the  verb.  (2)  It  may  be  the  object  of  the  verb. 
(3)  It  may  be  the  object  of  a  preposition.  These  uses  are  called 
the  "constructions."  A  relative  pronoun  always  has  one  of  the 
three  constructions. 

Study  each  clause  in  the  eleven  sentences  of  Lesson  131  B. 
First  say  what  noun  the  clause  modifies.  Notice  that  a  clause 
is  not  always  next  to  the  word  it  modifies. 

X  is  the  letter  of  the  alphabet  that  is  used  least. 

What  are  we  talking  about  that  is  used  least?  Surely  it  is  not 
the  alphabet.    It  is  the  letter  that  is  used  least. 

Then  tell  (1)  the  verb  of  the  clause,  (2)  the  subject  of  the  verb, 
(3)  the  construction  of  the  relative  pronoun. 


LESSON  X  134 

Grammar  26 

Study  of  relative  clauses  might  be  hard  in  long  sentences  that 
contained  many  clauses  of  all  sorts.  But  in  short  sentences,  if 
we  know  that  there  is  only  one  clause,  the  study  is  easy  enough 
for  the  eighth  year. 


TO  ENGLISH  289 

Study  the  clauses  in  the  twenty  sentences  given  below. 
Prepare  to  recite  in  this  order : 

1.  Take  the  clause  out  of  the  sentence. 

2.  What  noun  or  pronoun  does  it  modify? 

3.  What  is  the  verb? 

4.  What  is  the  subject  of  the  verb? 

5.  What  is  the  construction  of  the  relative  pronoun? 

1.  In  his  hand  he  held  a  hat  which  needed  mending.  2.  She  carried 
a  huge  glass  pitcher  that  was  half  full  of  milk.  3.  Spring  is  the  time 
that  I  love.  4.  Here  is  the  picture  at  which  I  was  looking.  5.  May 
I  see  the  picture  that  you  are  looking  at?  6.  We  place  99  out  of  every 
100  people  who  apply  to  us.  7.  Biology  is  a  study  about  which  I 
know  nothing.  8.  There  are  two  names  in  the  lesson  that  I  don't 
know  about.  9.  He  has  a  trick  that  I  should  like  to  know  about. 
10.  There  is  a  red  bulb  that  hangs  from  the  tube.  11.  She  is  a 
woman  whom  you  can  trust.  12.  Our  lesson  is  about  China,  which 
is  an  immense  country.  13.  The  part  of  the  picture  that  is  black 
looks  larger  to  me.     14.   There  is  a  big  pine  tree  that  you  can  steer  by. 

15.  The  Russian  had  a  bomb  that  he  had  arranged  with  a  time-fuse. 

16.  The  wind  blew  back  the  ashes  that  I  was  emptying.  17.  He  had 
a  megaphone  that  he  spoke  through.  18.  He  used  to  have  a  negro 
mammy  whom  he  loved.  19.  The  belt  that  she  admired  cost  too 
much.     20.   The  farmer  from  whom  we  bought  eggs  was  a  Lithuanian. 


LESSON  X  135 


Grammar  27* 
More  Adjective  Clauses 

Sometimes  clauses  made  with  the  conjunctions  when,  since, 
before,  etc.,  or  without  any  conjunction,  modify  a  noun,  and  so 
are  adjective  clauses. 

1.  Do  you  remember  the  time  when  Alex  cried? 

2.  Do  you  remember  the  day  it  snowed  twelve  inches? 

3.  We  found  a  spot  where  there  were  no  ants. 

*This  short  lesson  should  be  supplemented  with  some  needed  review  in  grammar,  spelling,  or 
"The  Right  Forms." 


290  THE  JUNIOR  HIGHWAY 

In  the  next  ten  sentences  there  are  six  adjective  clauses  and 
four  adverb  clauses.    Find  each  and  say  what  it  modifies. 

1.  The  world  has  changed  in  those  thirteen  years  since  you  were 
born.  2.  Gerald  was  as  busy  as  a  bee  while  we  were  having  a  pillow- 
fight.  3.  The  nurses  whispered  to  each  other  during  the  hours  when 
he  slept.  4.  He  applied  on  the  very  day  the  factory  closed  down. 
5.  We  must  fill  our  pens  before  the  bell  rings.  6.  Grandmother 
suffered  with  neuralgia  after  she  was  sixty  years  old.  7.  Of  course  I 
had  to  be  sick  on  the  very  day  there  was  a  picnic.  8.  Coal  was  made 
in  those  long  ages  our  scientists  tell  us  about.  9.  Do  you  ever  read 
after  you  have  gone  to  bed?  10.  Everybody  was  afraid  to  look  at 
the  spot  where  he  went  down. 


LESSON  X  136 

Grammar  28 
Principal  and  Subordinate  Clauses 

Now  that  you  have  done  a  good  deal  of  work  with  clauses, 
you  are  ready  to  learn  what  "principal"  and  "subordinate" 
mean.  Thus  far  we  have  used  "clause"  to  mean  a  group  of 
words  used  as  an  adjective  or  an  adverb  or  a  noun.  Such  a 
clause,  although  it  contains  a  subject  and  a  verb,  cannot  stand 
alone  as  a  sentence.  It  is  only  a  part  of  a  sentence — a  little 
"zero  group"  of  words.  Since  it  is  so  weak  and  inferior,  it  is 
called  a  "subordinate"  clause; — meaning  that  it  is  of  low  rank. 

Learn  the  full  definition :  A  subordinate  clause  is  a  group  of 
words,  containing  a  subject  and  a  verb,  that  is  used  like  a  single 
word  in  the  sentence. 

The  part  of  a  sentence  that  could  stand  alone  as  a  complete 
statement  or  question  is  called  the  "principal  clause." 
The  watch  that  lies  on  the  desk  cost  $79 

The  principal  clause  is  "The  watch  cost  $79."  The  subordinate 
clause  is  "that  lies  on  the  desk."  It  is  used  like  an  adjective 
because  it  modifies  a  noun. 

Examples  of  noun  clauses  and  adverb  clauses  follow: 

1.  I  fear  you  didn't  study  hard  enough  yesterday. 

2.  Since  this  word  does  not  make  a  statement,  it  cannot  be  a  verb. 


TO  ENGLISH  291 

In  the  first  sentence  the  subordinate  clause  is  the  object  of 
fear,  and  so  is  used  like  a  noun.  In  the  second  sentence  the 
subordinate  clause  modifies  the  verb  can  be,  and  so  is  used  like 
an  adverb. 

In  each  of  these  thirty  sentences  there  is  one  principal  clause 
and  one  subordinate  clause.  Separate  each  sentence  into  these 
two  parts  and  say  how  the  subordinate  clause  is  used.  Prepare 
to  recite  in  this  way:  "The  principal  clause  is  /  shall  be  sorry. 
The  subordinate  clause  is  if  you  have  to  go.  The  subordinate 
clause  modifies  the  verb  shall  be.    It  is  used  like  an  adverb." 

1.    The    man    who    invented    decimals   probably    lived    in    India. 

2.  When  you  turn  the  knob,  the  current  passes  through  the  wire. 

3.  The  blue-print  which  he  had  spread  out  on  the  bricks  was  soiled 
and  torn.  4.  Tell  me  where  I  can  see  one  of  these  milkers  in  opera- 
tion. 5.  A  tractor  can  plow  where  horses  would  be  powerless. 
6.  The  strip  of  white  that  you  see  is  not  chalk-dust.  7.  We  rowed 
out  to  the  little  island  where  the  lobster-pots  were.  8.  He  recom- 
mended the  pancakes  as  if  he  had  cooked  them  himself.  9.  Whatever 
you  read  in  the  Bible  must  be  true.  10.  The  face  that  he  saw  in  the 
mirror  hardly  looked  like  his  own.  11.  My  idea  is  that  the  paint 
will  not  last  three  years.  12.  I  pleaded  with  Jennie,  who  finally 
agreed  to  come  again  the  next  day.  13.  The  period  when  I  have  most 
fun  is  the  third  in  the  morning.  14.  You  can  add  with  your  fingers 
while  your  eyes  are  on  the  ledger.  15.  That  there  are  still  witches  in 
America  is  the  belief  of  Mr.  Snowman.  16.  If  you  look  closer,  you 
can  see  the  speck.  17.  We  ought  not  to  go  unless  we  are  specially 
invited.  18.  My  question  is  whether  you  were  in  the  house  by  ten 
o'clock.  19.  Mrs.  Carey  always  took  a  sip  of  coffee  before  she  began  to 
eat  her  grape-fruit.    20.  Do  you  think  you  ought  to  have  your  hair  cut? 

21.  There  will  be  a  fearful  amount  to  do  on  the  day  before  you  leave. 

22.  Where  I  always  make  an  error  is  in  adding  7  and  9.  23.  The 
bracket  which  holds  up  this  leaf  is  strong  enough  to  support  a  man. 

24.  This  draft  in  the  back  of  the  car  is  what  I  don't  understand. 

25.  I  don't  like  this  wall-paper,  because  it  seems  to  be  full  of  crawling 
things.  26.  The  neatness  that  she  showed  in  her  arithmetic  paper 
attracted  the  manager.  27.  There  are  flaws  in  this  great  wheel  which 
you  cannot  see  without  a  microscope.  28.  What  makes  Otto  happy 
is  some  clowns  and  a  din  of  jazzy  music.  29.  After  the  water  has  all 
run  out,  hang  the  hose  up  to  dry.  30.  The  mystery  about  this  trick 
was  how  he  could  carry  a  pair  of  guinea-pigs  under  his  coat-tails. 


292  THE  JUNIOR  HIGHWAY 


LESSON  X  137 

Grammar  29 

Transitive  Verbs 

If  a  verb  has  an  object,  it  is  called  "transitive  active."  The 
word  "transitive"  means  "going  across."  A  transitive  active 
verb  shows  that  the  subject  is  acting  directly  upon  something, 
without  a  preposition. 

1.  A  little  oil  will  stop  the  squeak. 

2.  We  have  never  seen  a  twenty-inning  game  in  our  town. 

3.  You  can  feel  the  cold  air. 

A  verb  is  transitive  active  if  it  has  a  noun  clause  for  an  object. 

1.  I  suppose  that  he  will. 

2.  We  heard  you  were  ill. 

If  the  subject  is  acted  upon,  the  verb  is  called  "transitive 
passive."    The  subject  is  passive;  it  receives  the  action. 

1.  The  squeak  can  be  stopped  by  a  little  oil. 

2.  A  twenty-inning  game  has  never  been  seen  in  our  town. 

3.  The  cold  air  is  felt  more  in  spring. 

You  can  easily  become  used  to  the  sound  and  feeling  of  a 
passive  verb.  It  always  has  two  or  more  parts.  It  nearly 
always  ends  in  d  or  t  or  n.  It  always  means  that  something 
is  being  done  or  will  be  done  or  has  been  done. 

1.  I  was  dragged  through  the  hole. 

2.  The  language  has  been  spoken  for  4000  years. 

3.  The  melons  should  have  been  cut  in  smaller  pieces. 

4.  The  leaves  are  now  being  printed. 

Each  of  the  nineteen  sentences  on  the  next  page  contains 
one  transitive  verb.  Decide  whether  the  verbs  are  active  or 
passive.  Give  your  reasons  thus:  "The  verb  broke  is  transitive 
active  because  there  is  an  object,  windowpanes."  "The  verb 
were  broken  is  passive  because  the  subject,  windowpanes,  is 
acted  upon." 


TO  ENGLISH  293 

1.  The  brake  is  controlled  by  a  lever.  2.  The  ball  should  have 
been  thrown  to  third.  3.  Wilkins  knew  the  road  perfectly.  4.  The 
house  was  built  in  1792.  5.  Warren  sharpened  his  pencil  to  a  fine 
point.  6.  We  have  been  selling  these  at  a  reduction.  7.  The  bread 
had  all  been  sold  by  eleven  o'clock.  8.  Close  the  door.  9.  You 
should  have  swept  the  dining-room.  10.  The  juice  was  squeezed 
out  thoroughly.  11.  Who  teaches  the  cooking  class  now?  12.  She 
had  been  taught  by  a  Swiss  professor.  13.  Now  the  geese  can  be 
seen  every  day.  14.  The  pipe  has  been  burst  by  the  frost  in  three 
places.  15.  These  remarks  from  the  grandstand  hurt  his  pride. 
16.  I  had  forgotten  you  were  absent.  17.  Some  new  blackboards 
are  much  needed  in  this  room.  18.  She  is  wringing  the  clothes  with 
her  hands.     19.   Where  could  we  have  bought  any  bigger  oranges? 


LESSON  X  138 

Grammar  30 

Transitive  and  Intransitive  Verbs 

If  a  verb  is  neither  active  nor  passive,  it  is  called  "intransi- 
tive." 

1 .  The  water  feels  warm. 

2.  I  shot  at  the  clay  pipes. 

3.  His  great-grandfather  was  an  Indian. 

4.  Washington  had  been  colonel  in  his  younger  days. 

Examine  those  words  after  the  verbs.  Warm  is  a  predicate 
adjective,  describing  water.  Pipes  is  the  object  of  the  preposi- 
tion at.  Indian  is  a  predicate  nominative;  it  means  the  same  as 
the  subject.  Colonel  is  a  predicate  nominative;  it  means  the 
same  thing  as  Washington.  In  these  four  sentences  there  is  no 
object.  Not  one  of  the  four  subjects  is  acted  upon.  Therefore 
all  the  verbs  are  intransitive. 

Decide  about  each  verb  in  the  twenty  sentences  on  page  294. 
First  ask,  "Is  there  an  object?"  If  there  is,  the  verb  is  transi- 
tive active.  If  there  is  no  object,  ask,  "Is  the  subject  acted 
upon?"  If  it  is  acted  upon,  the  verb  is  transitive  passive. 
If  the  verb  is  neither  active  nor  passive,  it  is  intransitive. 


294  THE  JUNIOR  HIGHWAY 

1.  The  coils  were  twisted  by  the  heat.  2.  A  fog  settled  down  on 
the  channel.  3.  A  fireless  cooker  would  be  a  handy  thing.  4.  He 
bruised  his  left  hand.  5.  The  driving  wheel  revolves  once  in  three- 
fourths  of  a  second.  6.  •  Pussy-willows  sometimes  come  out  in  Janu- 
ary. 7.  The  paste  was  laid  on  the  tooth-brush  in  a  flat  ribbon. 
8.  The  caramels  were  thrown  into  the  coal-hod.  9.  We  could  not 
eat  the  salty  fish.  10.  She  threw  her  hands  up  in  astonishment. 
11.  The  steeple  blocks  our  view  to  the  south.  12.  The  mountains 
rose  directly  from  the  ocean.  13.  The  oxen  were  pulling  very  hard. 
14.  The  six  shirts  were  neatly  packed  in  tissue  paper.  15.  How  are 
you  getting  on?  16.  The  logs  were  run  into  the  mill  on  smooth 
rollers.  17.  The  logs  were  sliding  down  the  greased  chute.  18.  In 
his  excitement  he  thrust  a  five-dollar  bill  into  my  hand.  19.  The 
smoke  from  the  engine  was  blown  back  in  our  faces.  20.  Tomorrow 
morning  I  must  report  to  my  employer. 


LESSON  X  139 


Grammar  31 
More  About  Verbs 

Decide  whether  each  verb  in  the  sentences  on  page  295  is 
active,  passive,  or  intransitive.  In  most  of  the  sentences 
there  is  a  subordinate  clause.  Never  try  to  decide  about  the 
verb  in  a  subordinate  clause  until  you  have  "lifted  it  out  of 
the  sentence."  Then  find  the  subject.  Then — and  not  till 
then — will  you  be  ready  to  ask,  "Is  there  an  object?"  "Is  the 
subject  acted  upon?" 

Remember  that  relative  pronouns — which,  who,  what,  and 
that — are  frequently  the  objects  of  verbs. 

I  want  the  one  that  you  have. 

Have  is  active,  because  it  has  the  object  that. 

Remember  that  you  cannot  be  sure  about  questions  until 
you  have  put  the  words  into  the  form  of  a  statement. 

1.  What  are  you  doing? 

2.  You  are  doing  what. 


TO  ENGLISH  295 

We  see  that  are  doing  is  active,  because  it  has  the  object  what. 

1.  We  think  that  he  has  been  cheated.  2.  The  ribbon  that  I  hold 
in  my  hand  was  made  in  Paterson.  3.  A  man  who  always  smiles 
will  probably  succeed.  4.  If  the  hammer  had  been  made  of  better 
steel,  it  would  not  have  broken.  5.  Do  you  think  you  can  go?  6.  I 
was  startled  when  he  walked  into  my  room  without  knocking.  7.  Un- 
less you  have  been  brought  up  on  a  farm,  you  won't  care  for  my  story. 
8.  Francis  raised  his  hat  as  he  rolled  by.  9.  I  was  getting  well 
rapidly  until  I  caught  that  cold.  10.  Archie  was  able  to  guide  the 
dog  by  a  string  that  passed  around  the  dog's  lower  jaw.  11.  They 
came  down  together  in  the  middle  of  the  road  with  the  shock  of  a 
railway  collision.  12.  As  soon  as  I  could  get  my  head  above  water, 
I  yelled  for  help.  13.  The  truth  may  be  that  the  physician  doesn't 
know  anything  about  my  case.  14.  In  the  daily  food  of  several  mil- 
lions of  Americans  there  is  too  much  meat. 


LESSON  X  140 

Grammar  32 
Verbals  as  Adjectives 

You  have  been  told  many  times  that  the  "ing"  words  are  not 
verbs.    You  must  have  wondered  what  they  are. 

They  are  partly  like  verbs,  because  they  may  be  modified  by 
adverbs. 

writing  slowly,  telephoning  now 

Also  they  may  take  objects,  as  verbs  do. 

sending  a  message,  teasing  the  dog 

But  they  are  not  verbs.    Some  of  them  are  really  adjectives, 
a  blustering  day,  a  cooling  drink 

Since  they  are  somewhat  like  verbs  and  are  used  as  adjectives, 
they  may  be  called  "verbal  adjectives."  Another  name  thac 
is  more  convenient,  is  "participles." 


296  THE  JUNIOR  HIGHWAY 

A  participle  often  comes  after  the  noun  or  pronoun  that  it 
modifies. 

1.  Preston,  thinking  no  one  saw  him,  slipped  out. 

2.  All  of  us,  feeling  sorry  for  our  actions,  were  ready  to  apolo- 

gize. 

A  participle  may  come  far  in  front  of  the  noun  or  pronoun 
that  it  modifies. 

1.  Supposing  that  no  one  was  watching  him,  Preston  slipped 

out. 

2.  Wishing  to  show  him  that  there  was  no  hard  feeling,  / 

smiled. 

We  find  out  what  word  a  participle  modifies  by  asking  "Who 
or  what?"  about  it.  Who  or  what  supposing?  The  answer  is 
"Preston."    Who  or  what  wishing?    The  answer  is  "I." 

Find  one  participle  in  each  of  these  ten  sentences  and  say 
what  it  modifies. 

1.  Holding  the  shingle  in  her  hand,  she  examined  it  closely.  2.  His 
aching  feet  could  walk  no  farther.  3.  There  she  stood,  still  holding 
the  horseshoe  in  a  tight  grasp.  4.  His  voice  inspired  us  all,  calling 
out  calmly  that  there  was  no  danger.  5.  Clement  strained  his  eyes, 
hoping  to  see  the  signal.  6.  The  water  coming  out  now  is  warmer. 
7.  Slipping  on  a  sweater  and  a  pair  of  overalls,  I  rushed  out  of  my 
tent.  8.  There  stood  Cora  on  tiptoe,  trying  to  reach  a  jar  of  preserves. 
9.  On  our  left  was  a  roaring  cascade  of  yellow  water.  10.  It  is  easy 
to  operate,  not  requiring  attention  more  than  twice  a  day. 

There  is  another  kind  of  participle,  shown  in  the  sentences 
below. 

1.  A  pretty  house,  built  of  tiles,  stands  under  a  sycamore. 

2.  The  ice,  partly  melted  by  the  rain,  was  no  longer  safe. 

3.  An  automobile  drawn  by  horses  is  laughable. 

4.  There  is  no  set  rule. 

5.  Parsons  was  a  trusted  cashier  in  the  bank. 

Those  words  do  not  make  statements.    They  do  not  say  that  a 
house  has  been  built  or  that  the  ice  was  melted  or  that  an  auto- 


TO  ENGLISH  297 

mobile  was  drawn.  They  are  simply  set  alongside  a  noun  or 
pronoun  to  modify  it;  they  are  verbal  adjectives — another  kind 
of  participle. 

They  are  called  "passive  participles,"  because  they  show  that 
the  word  they  modify  has  been  acted  upon.  Have  you  noticed 
that  they  end  in  d  or  t  or  n? 

In  each  sentence  below  there  is  one  passive  participle.  Find 
it  and  show — by  asking  "Who  or  what?" — what  word  it  modi- 
fies. 

1.  The  strain  is  overcome  by  an  arm  of  pressed  steel.  2.  Her 
flushed  face  showed  how  timid  she  was.  3.  We  sent  him  a  steamer- 
basket  packed  with  all  sorts  of  candies  and  fruits.  4.  A  crate  of 
strawberries,  offered  for  sale  at  six  cents  a  box,  rotted  on  the  stand. 
5.  I  wish  we  could  have  some  goblets  of  cut  glass.  6.  Seen  at  a  dis- 
tance, the  village  is  rather  attractive.  7.  A  ten-inch  trout,  caught 
in  this  mass  of  sticks,  was  thrashing  about  furiously.  8.  Milk  kept 
next  to  kerosene  will  take  up  the  disagreeable  odor.  9.  A  noun  set 
next  to  another  noun  to  explain  it  is  an  "appositive."  10.  A  verb- 
like word  used  to  modify  a  noun  or  pronoun  is  a  participle. 


LESSON  X  141 


Grammar  33 
Verbals  as  Nouns 
Some  "ing"  words  are  used  as  nouns. 

1.  The  silver  needs  a  hard  rubbing. 

2.  By  drawing  the  bow  slowly  you  get  a  better  tone. 

3.  Telling  fortunes  is  her  favorite  pastime. 

In  the  first  sentence  rubbing  is  the  object  of  needs.  In  the  sec- 
ond sentence  drawing  is  the  object  of  by.  In  the  third  sentence 
telling  is  the  subject  of  is.  Such  words  are  partly  like  verbs 
because  they  may  be  modified  by  adverbs  (like  drawing  slowly) 
and  may  have  objects  (like  drawing  the  bow) .  But  they  do  not 
make  statements.  They  are  verbal  nouns.  Their  special  name 
is  "gerunds/* 


298  THE  JUNIOR  HIGHWAY 

Find  one  verbal  noun  in  each  sentence  below  and  give  its 
construction — that  is,  tell  what  it  is  a  subject  of,  or  an  object 
of,  or  show  that  it  is  a  predicate  nominative. 

1.  Playing  with  your  pencil  is  no  way  to  work  arithmetic.  2.  He 
pleased  us  by  his  way  of  bowing  when  he  refused.  3.  There  was 
much  rushing  back  and  forth.  4.  Our  first  trouble  was  trying  to 
remove  the  putty.  5.  Don't  you  enjoy  roasting  marshmallows? 
6.  Advertising  has  become  a  fine  art  nowadays.  7.  The  sticks  can 
now  be  driven  into  place  by  using  a  sledge-hammer.  8.  There  must 
be  a  general  cleaning  out  of  desks  this  morning.  9.  For  Mrs.  Seeley 
the  keeping  of  accounts  was  a  dark  mystery.  10.  Don't  write  with- 
out consulting  me. 

Suitable  sentences  for  further  exercise  will  be  found  on  page 
299. 


LESSON  X  142 

Grammar  34 
The  "to"  Verbals  as  Nouns 
Words  like  to  see,  to  be,  to  be  caught  are  used  as  nouns. 

1.  I  want  to  see  the  sight. 

2.  To  be  alone  in  the  house  was  terrifying 

3.  My  hope  is  to  be  elected  tonight. 

To  see  is  the  object  of  want.  To  be  is  the  subject  of  was.  To  be 
elected  is  a  predicate  nominative  after  is. 

Such  words  are  called  "infinitives."  An  infinitive  is  some- 
what like  a  verb,  since  it  may  have  an  object  (to  see  the  sight) 
or  may  be  modified  by  an  adverb  (to  be  elected  tonight).  But 
infinitives  do  not  make  statements.    They  are  verbal  nouns. 

There  are  some  longer  infinitives,  like  to  have  been  beaten,  to 
have  been  wandering;  and  there  are  some  infinitives  without  any 
to.  But  none  of  this  sort  are  in  the  exercise.  Also  there  are 
many  uses  of  infinitives  that  are  too  hard  for  us  at  present.  In 
this  exercise  all  the  infinitives  are  either  subjects  or  predicate 
nominatives  or  objects. 


TO  ENGLISH  299 

There  is  only  one  new  idea  to  learn  before  you  do  the  exercise, 
and  that  is  not  hard.  It  is  just  like  what  you  learned  about 
there  when  you  were  studying  nouns.  There  comes  first  in  some 
sentences  and  looks  like  a  subject,  but  is  not  a  subject. 

There  are  some  marks  on  the  blade. 

The  marks  are;  the  subject  is  marks. 

In  the  same  way  the  word  it  is  used  with  infinitives  to  push 
the  real  subject  beyond  the  verb. 

1.  It  is  hard  to  divide  fractions. 

2.  It  would  have  been  queer  to  wear  furs  on  that  hot  day. 

What  is  hard?  The  real  answer  is  not  that  "it"  is  hard,  because 
we  do  not  know  what  "it"  is.  The  sentence  says  that  "to 
divide  fractions  is  hard."  The  real  subject  is  to  divide.  The 
it  which  comes  first  in  the  sentence  is  a  make-believe;  it  only 
looks  like  a  subject.  The  real  subject  is  to  divide.  What 
would  have  been  queer?  To  wear  furs  would  have  been  queer. 
The  real  subject  is  to  wear. 

In  each  of  the  twenty  sentences  of  this  exercise  there  is  one 
infinitive  used  as  a  noun  —  either  as  a  subject  or  predicate 
nominative  or  object.    Find  each  one  and  say  how  it  is  used. 

1.  I  shall  have  to  go  soon.  2.  It  is  wonderful  to  see  her  dive  into 
that  shallow  tank.  3.  The  new  dress  was  to  be  tried  on  in  the  morn- 
ing. 4.  I  should  like  to  remark  that  a  billion  dollars  is  a  rather  large 
sum.  5.  How  does  he  dare  to  speak  so?  6.  It  is  not  easy  to  see  the 
joke  in  this  cartoon.  7.  It  was  ridiculous  to  hear  the  wedding  march 
during  a  picture  of  a  barnyard  scene.  8.  Our  spring  goods  are  to  be 
exhibited  soon.  9.  I  hate  to  jump  out  of  bed  on  a  cold  morning. 
10.  To  look  squarely  at  your  audience  is  a  good  plan.  11.  It  may  be 
wise  to  speak  more  politely.  12.  Do  you  intend  to  give  that  answer 
to  the  superintendent?  13.  What  she  likes  is  to  have  presents  of 
flowers  and  candy.  14.  We  must  refuse  to  listen  to  such  talk.  15.  It 
may  not  be  easy  to  refuse.  16.  How  I  long  to  travel  abroad !  17.  To 
dig  any  deeper  would  have  been  too  expensive.  18.  Those  bars  of 
copper  were  to  be  made  into  telephone  wire.  19.  Don't  you  dread  to 
speak  before  visitors?  20.  No,  it  isn't  impossible  to  learn  about  the 
other  uses  of  infinitives. 


SUMMARY  OF  MINIMUM  ABILITY  FOR  PROMOTION 
TO  THE  NINTH  YEAR 

1.  Early  Knowledge.  Knowledge  of  the  first  quarter  of  the 
book  is  more  important  for  promotion  than  knowledge  of  the 
last  quarter.  The  most  important  requirement  at  the  end  of 
the  eighth  year  is  a  ready  and  habitual  command  of  the  first 
three-quarters  of  the  book,  as  summarized  on  pages  80-81,  147- 
148,  206-207.  In  addition,  the  pupil  should  prove  that  he  is 
competent  in  the  minima  of  Lessons  99-132,  as  specified  below. 

2.  Spelling.  The  pupil  should  be  able  to  spell  unfailingly  in 
dictation  the  ie  words — believe,  relieve,  thief,  piece,  field,  fierce, 
brief,  chief,  view,  friend;  answer,  interest,  benefit,  surprise,  shoulder, 
double,  trouble,  pleasant  (43,  page  209;  45,  page  216);  the  con- 
tractions made  with  personal  pronouns  and  have,  are,  etc.; 
probably,  since,  quite  (44,  page  212) ;  the  derived  forms  of  occur, 
begin,  control  (46,  page  220);  the  derived  forms  of  busy,  easy, 
heavy,  lucky,  happy,  lonely  (47,  page  221);  principal,  accept, 
affectionately,  immediately,  weather,  arrangement,  etc.  (48,  page 
225) ;  the  adjectives  in  ful,  forty,  tying,  lying,  dying  (50,  page 
238);  sincerely,  surely,  lovely,  safety,  entirely,  definitely  (53, 
page  256);  regular  past  tenses  like  played,  used,  used  to:  quiet, 
athletics,  article,  particle,  address  (54,  page  257) ;  possessive  plural ; 
straight,  course,  corner  (55,  page  261);  the  ei  words — either, 
neither,  seize,  weird,  freight,  weight,  conceit,  deceive,  receive  (57, 
page  264);  minute,  around,  arouse,  again,  against,  captain, 
certain,  disagreeable,  disappear,  disappointed  (58,  page  267). 

3.  Grammar.  The  pupil  should  be  able  to  recognize  any 
ordinary  predicate  nominative  (11,  page  210),  any  ordinary 
adjective  and  the  predicate  use  (12,  page  213;  14,  page  228; 
16,  page  258),  any  ordinary  adverb  (15,  page  239;  17,  page  263; 
18,  page  265).  He  should  be  able  to  explain  the  uses  of  pre- 
positional phrases  (19,  page  269)  and  to  recognize  objects  of 
verbs  (20,  page  271).  In  addition,  if  the  subjects  have  been 
taught,  he  should  understand  indirect  objects  (21,  page  273), 


TO  ENGLISH  301 

the  simplest  uses  of  clauses  in  easy  sentences  (22,  page  275;  23, 
page  276;  24,  page  278),  the  distinction  between  transitive  and 
intransitive  (29,  page  292),  and  the  simplest  uses  of  verbals 
(32,  page  295;  33,  page  297;  34,  page  298). 

4.  Punctuation.  The  pupil  should  have  formed  habits  of 
using  the  comma  after  introductory  clauses  (11,  page  226)  and 
before  but  (12,  page  233),  for  (14,  page  245),  and  in  compound 
sentences  (15,  page  249) ;  of  using  the  proper  punctuation  with 
so  and  so  that.  He  should  habitually  punctuate  undivided 
quotations  correctly  (16,  page  250).  If  Lessons  121  B,  122  A, 
122  B,  have  been  taught,  he  should  be  able  to  write  divided 
quotations  and  to  set  off  non-restrictive  participial  groups. 

5.  Oral  Composition.  It  is  impossible  to  prescribe  the  exact 
degree  of  excellence  which  the  pupil  should  display  in  oral 
composition.  Individuals  differ  in  ability  by  reason  of  differ- 
ences in  speech-organs.  Again,  some  are  naturally  quiet  and 
slow  of  speech,  while  others  are  glib  and  loquacious.  The  teach- 
er must  be  the  judge  of  each  pupil's  progress.  She  may  expect 
that  the  normal  pupil  shall  by  this  time  be  free  from  nervous- 
ness and  embarrassment  when  speaking  before  his  classmates, 
that  his  position  shall  be  easy  and  natural,  and  that  he  shall 
be  able  to  deliver  his  short  prepared  talks  in  sentences  that  are 
correct  and  somewhat  varied  in  form.  Naturally,  he  should 
show  a  marked  gain  in  power  of  organizing  his  thoughts  within 
small  units.  His  vocabulary  should  be  appropriate  to  the  class- 
room in  its  freedom  from  vulgarisms  and  objectionable  types  of 
slang.    The  "Right  Forms"  should  function  as  habits. 

6.  Written  Composition.  It  is  not  to  be  expected  that  all 
graduates  of  the  eighth  year  will  display  much  power  or  charm 
in  writing.  Only  a  few  adults  can  do  that.  It  can  be  demanded 
of  the  pupil  who  is  to  be  promoted  that  he  write  with  substantial 
freedom  from  sentence-errors  and  observe  in  his  formal  written 
work  all  the  minimal  requirements  stated  under  1,  2,  3,  and  4. 


SUPPLEMENTARY  WORD-LIST  FOR  USE  IN 
SPELLING-MATCHES 


knowledge 

interrupt 

written 

principle 

recognize 

unanimous 

physical 

tyranny 

won't 

erroneous 

careful 

source 

advice 

conquer 

extremely 

profession 

dissipated 

clothes 

taking 

forth 

cemetery 

similar 

advisable 

economize 

significant 

existing 

minimum 

entirely 

awful 

dropped 

doctor 

hoping 

stationery 

acquaintance 

definite 

intention 

extension 

refer 

Indian 

undoubtedly 

formerly 

hurrying 

awkward 

although 

cautious 

convenient 

government 

resource 

influential 

criticism 

murmur 

severely 

sentinel 

arguing 

extensive 

college 

prominent 

recommend 

tragedy 

coherence 

imagine 

chauffeur 

planned 

writing 

appearance 

immense 

without 

equipped 

comparatively 

indefinitely 

successful 

prophecy 

angel 

excellent 

existence 

compulsory 

naturally 

particularly 

medicine 

succeed 

indispensable 

laboratory 

financial 

prefer 

collapse 

accomplish 

thoroughly 

discussion 

decision 

prophesy 

finally 

possessive 

studying 

irresistible 

unnecessary 

organization 

welfare 

argument 

acknowledge 

precede 

opportunity 

commission 

therefore 

putting 

proceed 

propaganda 

mathematics 

height 

absolutely 

accuracy 

achievement 

prevalent 

militarism 

desirable 

deficient 

propelled 

preparation 

exhausted 

everywhere 

equivalent 

conscience 

choose 

inevitable 

permissible 

completely 
302 

necessary 

SUPPLEMENTARY  WORD-LIST 

lying 

realize 

necessity 

preferred 

seems 

antecedent 

amount 

remembrance 

Wednesday 

amateur 

arrangement 

referring 

association 

occasionally 

fundamental 

especially 

possession 

assistant 

parallel 

accommodate 

magnificent 

enthusiastic 

baseball 

competent 

approach 

proceed 

acquire 

replies 

allowed 

useful 

dependent 

agreeable 

which 

chosen 

Britain 

development 

privilege 

chocolate 

modifying 

battalion 

brilliant 

arctic 

expense 

loving 

decide 

authorities 

pursue 

muscle 

scene 

village 

definitely 

nervous 

perceive 

scarcely 

obedience 

conceive 

perspiration 

sacrifice 

innocence 

judgment 

enormous 

vengeance 

committee 

permanent 

committed 

lightning 

barbarous 

swimming 

effect 

guard 

excel 

criticize 

restaurant 

through 

breathe 

offered 

account 

victorious 

grievous 

descend 

practically 

unconscious 

systematic 

expected 

element 

suppressed 

likely 

extraordinary 

compelled 

merely 

assassination 

leisure 

supplies 

adviser 

ambitious 

repetition 

ineligible 

luxuries         i 

ecstasy 

forty 

balance 

genius 

declarative 

cloud 

chimney 

discipline 

tournament 

dealt 

using 

attacked 

totally 

attractive 

mournful 

prejudice 

experience 

villain 

aggression 

superintendent 

vegetation 

carriage 

loose 

journey 

stayed 

sergeant 

apparent 

peaceable 

ascend 

religious 

superstition 

competition 

wasted 

interfering 

having 

difference 

misspell 

attempt 

efficient 

evidently 

nevertheless 

noticeable 

throughout 

caterpillar 

people 

pursuit 

303 


304 


THE  JUNIOR  HIGHWAY 


harass 

aggravate 

positive 

benefited 

shepherd 

opponent 

secretary 

omitted 

tenant 

siege 

stationary 

summary 

endurance 

effective 

later 

career 

humorous 

valleys 

suspense 

comparison 

foreigner 

tasting 

embarrass 

courtesy 

opposite 

exhibit 

strengthen 

view 

valuable 

altar 

excitement 

ascertain 


niece 

handkerchief 

mountainous 

fourth 

preference 

ingenious 

infinitive 

absence 

detachment 

democracy 

eighth 

incidentally 

collection 

sensitive 

mattress 

tremendous 

hypocrisy 

despised 

desperate 

audience 

formally 

easily 

fascinate 

typical 

countries 

charity 

sophomore 

ninety 

library 

gases 

earnest 

science 

exhilarate 

wholly 

monotonous 

dilapidated 

except 

parliament 

address 

encouragement 

boundaries 

deceit 

mischievous 

carrying 

fiery 

itself 

shone 

professor 

purpose 

original 

guarantee 

perseverance 

nineteen 

exaggerate 

destruction 

reference 

peaceful 

sympathetic 

colonel 

governor 

enveloping 

coolly 

intelligible 

tying 

GRAMMAR  APPENDIX 

All  the  grammar  topics  treated  in  the  body  of  the  book  are  directly 
useful  for  composition  and  are  applied  in  the  exercises.  Teachers  who 
wish  to  take  up  further  points  of  syntax,  or  to  require  some  study  of 
definitions,  forms,  and  classifications,  will  find  all  the  subjects  presented 
in  compact  form  here. 

Footnotes  for  teachers  discuss  a  number  of  moot  points  and  give  sug- 
gestions about  methods  of  teaching. 

Topics  are  arranged  in  the  following  order: 

I.  Verbs  VIII.  Conjunctions 

II.  Verbals  IX.  Interjections 

III.  Nouns  X.  Phrases 

IV.  Pronouns  XI.  Clauses 
V.  Adjectives  XII.  Sentences 

VI.    Adverbs  XIII.    Ellipses 


VII.    Prepositions 


I.  VERBS 


1.  Transitive  and  Intransitive.*  If  a  verb  shows  that  action  passes 
from  a  doer  to  a  receiver  of  the  action,  it  is  called  "transitive."  Other- 
wise it  is  "intransitive." 

2.  Voice.  If  the  subject  of  a  transitive  verb  acts,  the  verb  is  in  the 
active  voice:  "The  ants  built  a  bridge."  If  the  subject  is  acted  upon, 
the  verb  is  in  the  passive  voice:  "A  bridge  was  built  by  the  ants."  An 
intransitive  verb  has  no  voice. 

3.  Tense. t  Forms  of  a  verb  that  show  the  time  of  the  action  arc 
called  "tenses."     There  are  six  tenses: 


•Note  for  Teachers:  In  many  grammars  a  transitive  verb  is  defined  as  "one  that  requires 
an  object  to  complete  its  meaning."  This  is  nearly  true  of  the  Latin  language,  but  has  hardly  any 
meaning  when  applied  to  English.  Nearly  all  our  verbs  are  used  both  transitively  and  intransi- 
tively; every  so-called  transitive  verb  may  be  used  intransitively.  What  is  more,  the  idea  of 
"requires  an  object"  misleads  pupils  in  the  worst  way;  for  a  transitive  passive  verb  never  has  an 
object.  The  only  proper  and  fair  way  to  teach  is  to  show  pupils  that  we  must  decide  about  a  verb 
by  the  way  it  is  used  in  any  given  sentence.  For  example,  if  roar  has  an  object  (as  in  "roar  these 
accusations  forth"),  it  is  transitive  active;  if  it  shows  that  the  subject  is  acted  upon,  it  is  transitive 
passive;  if  it  is  neither  active  nor  passive,  it  is  intransitive. 

t  See  Section  9  below  for  full  paradigm. 

oU5 


306  THE  JUNIOR  HIGHWAY 

ACTIVE  PASSIVE 

(1)  present — /  ask,  I  am  (1)   /  am  asked 

(2)  perfect — I  have  asked,  I  have         (2)   /  have  been  asked 

been 

(3)  past — J  asked,  I  was  (3)   I  was  asked 

(4)  past  perfect — /  had  asked,  I         (4)   I  had  been  asked 

had  been 

(5)  future — I  shall  ask;  I  shall  be  (5)   I  shall  be  asked 

(6)  future  perfect — J  shall  have         (6)   I  shall  have  been  asked 

asked,  I  shall  have  been 
Tenses  are  best  thought  of  in  three  pairs:   present  and  perfect,  past 
and  past  perfect,  future  and  future  perfect. 

4.  Principal  Parts.  The  present  tense,  the  past  tense,  and  the  past 
participle  of  any  verb  are  called  its  "principal  parts."  They  can  always 
be  found  by  filling  in  the  blanks  of 

a.  Right  now  I  

b.  Yesterday  I  

c.  I  have 

Thus:    Right  now  I  see,  I  am 
Yesterday  I  saw,  I  was 
I  have  seen,  I  have  been 

6.  The  Two  Conjugations.  All  verbs  are  divided  into  two  classes, 
called  "conjugations,"  according  to  the  way  the  past  tense  is  formed. 
The  past  tense  of  the  great  majority  of  verbs  is  formed  by  adding  an 
ed  or  d  or  t  which  is  not  in  the  present  tense:  asked,  defined,  felt.  These 
are  called  regular.  Verbs  of  the  irregular  conjugation  have  a  past  tense 
that  is  formed  by  a  vowel  change:  saw,  ran,  rose,  sang,  drew,  clung, 
found.  A  few  common  verbs  are  so  peculiar  that  no  one  formula  will  fit, 
and  a  complete  analysis  would  be  a  complicated  matter.  But  the  one 
simple  distinction  is  all  that  is  important  in  school. 

Certain  classes  of  verbs  require  a  brief  comment: 

a.  Verbs  ending  in  t  that  have  the  same  form  for  all  three  principal 
parts  (like  put,  set)  are  regular. 

b.  Verbs  that  keep  the  same  d  or  t  ending  in  all  their  parts,  and  merely 
shorten  the  vowel  for  the  past  tense,  are  also  regular  {bleed,  bled;  speed,  sped). 

c.  If  the  past  tense  shows  a  t  that  is  not  in  the  present,  the  verb  is 
regular  {lend,  lent). 

d.  A  few  regular  verbs  have  an  abnormal  ending — had  (instead  of 
haved),  made  (instead  of  maked). 

e.  A  sign  of  the  irregular  conjugation  is  that  the  past  participle  ends 
in  n — seen,  known.     Hence  we  can  argue  that  do  is  irregular.     But  the  d 


APPENDIX  307 

in  the  past  tense  (did)  makes  it  regular.     So  the  verb  do,  like  a  few  others, 
is  said  to  be  of  "a  mixed  conjugation." 

6.  Person.  We  learned  on  page  175  that  "personal"  pronouns  are 
so  named  because  they  show  "person" — that  is,  whether  the  subject 
speaks  (first  person),  is  spoken  to  (second  person),  or  is  spoken  about 
(third  person).  A  verb  is  said  to  be  "in  the  first  person"  if  its  subject 
is  /  or  we;  "in  the  second  person"  if  its  subject  is  you  (or  ye  or  thou); 
"in  the  third  person"  if  its  subject  is  he,  it,  they,  some,  etc.,  or  any  noun. 

7.  Number.  A  verb  must  "agree  with  its  subject."  If  the  subject 
is  only  one  person  or  thing,  the  verb  is  "singular":  he  goes,  the  snowfalls 
(and  see  Nouns,  page  313,  6,  c).  If  the  subject  is  more  than  one  person 
or  thing,  the  verb  is  plural:  they  go,  the  prices  fall,  his  meaning  and  purpose 
are  clear.  (But  if  a  plural  subject  clearly  is  thought  of  as  only  one  item, 
the  verb  may  be  singular:  bread  and  butter  is  plain  fare.  And  if  a  singular 
noun  clearly  refers  to  several  individuals,  the  verb  may  be  plural,  the 
committee  were  exchanging  ideas,  a  lot  of  things  are  needed.) 

The  old  second  person  singular  with  thou  is  ordinarily  made  by  adding 
st  or  est:  thou  pleasest,  stoppest,  seest,  dost,  canst,  etc.  Past  tenses  are 
similarly  formed:  walkedst,  sanest,  didst,  hadst.  The  following  are 
irregular:  wast,  hast,  art,  wert,  shalt,  wilt,  must.  The  old  third  person 
singular  is  formed  with  th:   he  walketh,  it  hath,  she  doth. 

8.  Mode.  A  verb  that  makes  a  statement  of  fact  or  that  asks  an 
ordinary  question  is  said  to  be  in  the  indicative  mode  (or  mood).  A 
verb  that  expresses  a  command  is  in  the  imperative  mode.  If  a  verb  has 
a  special  form  to  show  that  it  expresses  a  mere  thought — a  wish  or  a 
condition  that  is  not  fact — it  is  in  the  subjunctive  mode,  thus:* 

if  I  were  King  though  he  slay  me 

though  this  be  madness  if  he  come 

would  they  had  stayed  if  it  fail 

The  only  modern  form  useful  in  school  writing  is  were  for  a  condition 
contrary  to  fact: 

if  she  were  not  so  careless 
if  this  were  not  the  case 
if  I  were  you 

9.  Conjugation  of  a  verb.  It  is  customary  in  grammars  to  give  a  list 
of  the  forms  of  some  one  verb,  through  the  six  tenses  and  the  three  modes, 
according  to  Latin  models — thus: 

*Note  fob  Teachers:  There  is  no  agreement  among  authorities  as  to  what  "subjunctive" 
means  in  English  grammar.  The  English  facts  have  been  confused  by  comparison  with  Latin 
paradigms.  Some  grammars  include  verb  phrases  made  with  may,  could,  etc.;  others  call  such 
phrases  "potential."  The  definition  here  given  is  the  only  simple  and  safe  one  for  school  use, 
and  is  amply  supported  by  authority.  Unless  a  verb  is  clearly  imperative  or  subjunctive,  it 
should  be  called  indicative. 


308 


THE  JUNIOR  HIGHWAY 


INDICATIVE  ACTIVE 


I  show 
you  show 
he  shows 

Present  Tense 

we  show 
you  show 
they  show 

I  have  shown 
you  have  shown 
he  has  shown 

Perfect  Tense 

we  have  shown 
you  have  shown 
they  have  shown 

I  showed 
you  showed 
he  showed 

Past  Tense 

we  showed 
you  showed 
they  showed 

I  had  shown 
you  had  shown 
he  had  shown 

Past  Perfect  Tense 

we  had  shown 
you  had  shown 
they  had  shown 

I  shall  show 
you  will  show 
he  will  show 

Future  Tense 

we  shall  show 
you  will  show 
they  will  show 

Future  Perfect  Tense 
I  shall  have  shown  we  shall  have  shown 

you  will  have  shown  you  will  have  shown 

he  will  have  shown  they  will  have  shown 


INDICATIVE  PASSIVE 

Present  Tense 
I  am  shown  we  are  shown 

you  are  shown  you  are  shown 

he  is  shown  they  are  shown 


I  have  been  shown 
you  have  been  shown 
he  has  been  shown 


I  was  shown 
you  were  shown 
he  was  shown 


Perfect  Tense 


Past  Tense 


we  have  been  shown 
you  have  been  shown 
they  have  been  shown 


we  were  shown 
you  were  shown 
they  were  shown 


APPENDIX 


309 


I  had  been  shown 
you  had  been  shown 
he  had  been  shown 


Past  Perfect  Tense 

we  had  been  shown 
you  had  been  shown 
they  had  been  shown 


Future  Tense 
I  shall  be  shown  we  shall  be  shown 

you  will  be  shown  you  will  be  shown 

he  will  be  shown  they  will  be  shown 

Future  Perfect  Tense 
I  shall  have  been  shown  we  shall  have  been  shown 

you  will  have  been  shown  you  will  have  been  shown 

he  will  have  been  shown  they  will  have  been  shown 

SUBJUNCTIVE  ACTIVE 
The  only  true  subjunctive  forms  are  in  the  third  person  singular — 
if  he  show,  if  he  have  shown.     (See  page  307.) 

SUBJUNCTIVE  PASSIVE 

The  only  true  subjunctive  forms  are  be  shown  throughout  the  present 
tense,  he  have  been  shown  in  the  perfect,  and  /  were  shown  and  he  were 
shown  in  the  past. 

IMPERATIVE 

Active     show  Passive     be  shown 


Active 
Passive 

Active 
Passive 


Active 
Passive 


INFINITIVES 
to  show  to  have  shown 

to  be  shown  to  have  been  shown 

GERUNDS 

showing  having  shown 

being  shown  having  been  shown 

PARTICIPLES 

showing  having  shown 

shown  having  been  shown 


Thou  Forms  (See  second  paragraph  of  Sec.  7  above) 
Yet  even  this  extended  display  is  so  very  incomplete  that  it  gives  a 
wrong  idea  of  the  variety  and  flexibility  of  our  verb  forms.  To  present 
a  full  conjugation  in  three  persons,  two  numbers,  and  both  voices  of  all 
possible  phrases  that  can  be  made  with  a  short  verb  like  ask  would  require 
many  pages.  For  in  addition  to  the  phrases  formed  by  am,  is,  were,  etc.. 
have,  has,  etc.,  do  and  did,  there  are  all  the  phrases  formed  with  the  nine 
"auxiliaries":    may,  can,  must,  might,  could,  shall,  will,  should,  would. 


310  THE  JUNIOR  HIGHWAY 

With  am,  do,  have,  may,  can,  must,  might,  could,  should,  would  we  form 
present  tenses;  with  was  and  did  we  form  past  tenses;  with  had  we  form 
past  perfect  tenses;  with  shall  and  will  we  form  future  tenses;  with  shall 
have  and  will  have  we  form  future  perfect  tenses.  So  far  we  are  on  fairly 
sure  ground.  But  the  analysis  of  some  of  the  auxiliary  verbs  with  have 
is  a  subtle  and  difficult  task.  Such  verbs  as  can  have  seen,  may  have  done 
are  normally  perfect,  because  they  refer  to  action  as  just  now  completed. 
In  the  following  sentences  the  verbs  are  past  perfect,  because  they  tell 
of  an  action  completed  in  past  time: 

That  trick  would  have  succeeded  if  the  door  had  not  opened. 
I  may  have  lost  the  key  before  I  reached  Monroe  Street. 
We  should  have  been  anxious  without  your  telegram. 

10.  Predicate.  The  verb  with  all  its  complements  and  modifiers 
is  called  the  "predicate"  of  the  sentence. 

II.     THE  PRINCIPAL  PACTS  ABOUT  VERBALS 

(Seldom  useful  before  the  ninth  year.) 
1.  Infinitives.  An  infinitive  is  the  simple  form  of  a  verb,  usually 
with  to,  that  is  used  like  a  noun,  and  that  may  at  the  same  time  be  partly 
like  a  verb.  It  may  be  modified  by  an  adverb,  or  may  have  an  object 
or  a  predicate  nominative.  The  point  most  useful  in  school  is  that 
infinitives  are  not  verbs,  because  they  do  not  make  statements.  In- 
finitives may  have  almost  all  the  constructions  of  nouns.  They  are  of 
great  variety  and  are  very  common.  They  are  occasionally  used  in 
peculiar  idioms  that  can  hardly  be  explained,  but  nearly  always  they  can 
be  shown  to  be  used  just  as  nouns  are  in  similar  constructions. 

a.  About  half  the  infinitives  in  our  language  are  used  as  adjective 
or  adverb  modifiers:  "I  have  a  bone  to  pick  with  you."  "We  went  to  see 
what  had  happened."  Such  infinitives  are  really  prepositional  phrases, 
similar  to  "for  picking"  and  "for  seeing."  Pick  is  the  true  infinitive; 
it  is  the  object  of  to;  the  phrase  modifies  bone.  See  is  the  object  of  to; 
the  phrase  modifies  went.* 

b.  Sometimes  to  does  not  appear:  "We  saw  it  glide  along."  "The 
cold  wind  made  him  hurry." 

•Note  for  Teachers:  It  is  proper  and  easy  enough,  for  an  older  person,  to  say  that  such 
infinitives  are  like  adjectives  or  adverbs,  but  to  the  child  this  is  very  confusing,  because  with 
every  other  part  of  speech  we  set  up  at  the  outset  a  simple  definition  of  one  use,  and  guide  our- 
selves by  that  forever  after.  If,  now,  we  say  that  "an  infinitive  is  a  queer  thing  used  like  any  one 
of  three  parts  of  speech,"  we  bewilder  the  child.  The  pupil  is  more  easily  taught  if  we  say  that 
infinitives  are  like  nouns.  In  the  case  of  the  modifying  infinitives  like  to  pick  we  say  that  pick 
is  the  infinitive,  that  it  is  the  object  of  to,  and  that  the  phrase  modifies  bone.  Pupils  learn  readily 
by  this  method  because  they  like  to  say  "object  of."     This  method  conforms  to  the  definition 

fiven  in  all  dictionaries;  it  represents  the  historical  fact;  and  it  is  the  easy,  profitable  way  to  teach, 
'rof.  W.  1).  Whitney,  editor  of  the  Century  Dictionary,  says  in  his  Grammar:     "The  infinitive  is 
really  a  verbal  noun,  and  all  its  constructions  are  to  be  explained  as  such." 


APPENDIX  311 

c.  In  all  other  cases  we  consider  to  as  part  of  the  infinitive  and  explain 
its  construction  as  that  of  a  noun — for  example:  Subject  of  a  verb — 
"  To  return  was  not  easy."  "It  was  hard  to  return."  (See  pronouns 
below:  "Uses  of  it")  Object  of  a  verb — "We  wanted  to  sell  it."  Predicate 
nominative — "Oranges  are  not  to  be  had  in  the  market."  Appositions — 
"He  has  a  queer  task,  to  sell  before  he  buys." 

d.  Infinitives  are  often  phrasal:  to  be  seen,  to  have  been  seen,  to  have  been 
sleeping.     These  should  be  treated  as  one  single  word. 

2.  Gerunds.  A  gerund  is  an  ing  word  that  is  formed  from  a  verb, 
is  used  like  a  noun,  and  is  partially  like  a  verb:  "Writing  rapidly  may  be 
poor  training."  "I  refer  to  your  borrowing  her  diamonds  yesterday." 
{Borrowing  is  the  object  of  to;  it  has  an  object  and  is  modified  by  an 
adverb.)  There  are  a  few  words,  like  clothing,  which  were  originally 
formed  from  verbs,  but  have  become  pure  nouns;  yet  almost  always  an 
ing  word  that  is  formed  from  a  verb  and  is  used  like  a  noun  should  be 
called  a  gerund,  f 

Gerunds  are  often  phrasal:  "I  hate  being  seen  in  his  company."  "He 
knew  of  my  having  been  promoted." 

3.  Participles.  A  participle  is  a  word  that  is  formed  from  a  verb 
and  is  used  like  an  adjective: 

a.  An  active  participle  ends  in  ing:  "A  growing  tree."  "A  squirrel 
running  up  a  tree."  "The  motorman,  seeing  the  danger."  "I  was  not 
at  all  pleased,  supposing  that  I  had  been  overlooked."  (In  the  last 
sentence  supposing  modifies  I.)  The  term  "active"  refers  only  to  the 
form;  it  does  not  mean  that  the  participle  has  an  object. 

b.  A  passive  participle  ends  usually  in  d  or  t  or  n  or  ny:  "Some  burned 
bread."  "The  lessons  taught  by  missionaries."  "The  words  of  a  little 
child  spoken  by  an  old  man."  "Songs  sung  at  twilight."  "Like  a  person 
struck  by  lightning." 

c.  Participles  are  often  phrasal:  "The  oldest  child,  having  been  silenced 
by  a  stick  of  candy."     "My  companion,  being  hurt  by  this  remark." 

III.     NOUNS 

1.  Case.  Case  is  the  term  used  to  describe  the  ways  in  which  nouns 
and  pronouns  are  used  in  sentences.  (Whatever  is  said  in  this  section 
about  cases  of  nouns  applies  to  pronouns  also.)  There  are  three  cases: 
nominative,  possessive,  objective  (or  accusative). 

tNoTE  fob  Teachers:  ■  Sometimes  the  effort  is  made  to  teach  children  that  "if  the  verbal 
force  has  been  lost,  the  ing  word  is  to  be  called  a  noun."  But  this  is  pure  metaphysics;  no  two 
teachers  can  agree  on  how  to  draw  the  line  between  "Writing  is  an  art"  and  "Writing  rapidly  is 
poor  practice.'  No  hard-and-fast  line  can  be  drawn  between  those  two  writings.  The  only 
plain  and  practical  formula  for  school  use  is  to  say,  "If  it  comes  from  a  verb  and  is  used  like  a 
noun,  it  is  a  gerund."  There  are  very  few  nouns  like  matting  and  siding,  and  they  never  confuse 
pupils. 


312  THE  JUNIOR  HIGHWAY 

a.  There  are  six  ways  in  which  a  noun  may  be  in  the  nominative  case: 
(1)  subject  of  a  verb  and  (2)  predicate  nominative  are  treated  in  the 
body  of  the  book. 

(3)  Address:   "No,  sir,  I  cannot." 

(4)  Exclamation:   "The  sea!  the  open  sea!** 

(5)  Nominative  absolute:  "The  time  being  short,  we  could  not  linger." 
A  nominative  absolute  always  consists  of  a  noun  or  pronoun  modified 
by  a  participle;  the  whole  expression  is  used  as  a  kind  of  adverbial  modi- 
fier of  the  verb — e.  g.,  the  time  being  short  modifies  could  linger,  showing  the 
reason.  The  participle  is  sometimes  not  expressed,  as  in  "The  race 
[being]  over,  we  started  home." 

(6)  Apposition   "This  is  a  casaba,  a  delicious  melon." 

b.  The  possessive  case  is  formed  by  adding  an  apostrophe,  or  an  apos- 
trophe with  s.  It  is  usually  explained  by  this  formula:  "woman's  is  in 
the  possessive  case,  possessing  cape.'* 

c.  Appositives  are  explained  in  Lesson  97,  page  200.  A  noun  is  said  to 
be  in  the  same  case  as  the  noun  with  which  it  is  in  apposition;  since  casaba 
is  nominative,  melon  is  nominative. 

d.  There  are  seven  ways  in  which  a  noun  may  be  in  the  objective  case: 
(1)  object  of  a  verb  and  (2)  indirect  object  and  (3)  object  of  a  preposition 
are  treated  in  the  body  of  the  book.  (4)  If  a  noun  is  in  apposition  with 
a  noun  in  the  objective  case,  it  is  said  to  be  in  the  objective  case.  The 
other  three  kinds  of  objectives  are  discussed  in  the  paragraphs  below; 
pronouns  would  very  rarely  have  any  of  these  uses. 

(5)  Objective  predicate:  "We  considered  him  an  honest  man."  An 
objective  predicate  always  means  the  same  person  or  thing  as  the  object, 
and  shows  what  the  object  becomes,  is  called,  is  made,  etc.  It  is  a  kind 
of  predicate  to  the  object.  Adjectives  are  often  used  as  objective  predi- 
cates: "The  sound  made  me  nervous."  Infinitives  are  sometimes  used 
as  objective  predicates:    "He  made  me*  answer." 

(6)  Retained  object:  "We  were  shown  a  better  way."  We  can  hardly 
say  that  way  is  the  object  of  a  passive  verb,  because  (1)  there  is  no  model 
for  such  an  explanation,  and  (2)  because  we  regularly  have  to  teach  that 
a  passive  verb  never  has  an  object.  A  retained  object  is  always  the  result 
of  turning  the  indirect  object  of  an  active  verb  into  the  subject  of  the 
passive  form:   "He  told  us  a  story;  we  were  told  a  story  by  him." 

(7)  Adverbial  objective:  "We  walked  seven  miles."  We  might  say 
that  miles  is  an  adverb  because  it  is  used  to  modify  walked;  but  since  it  is 


•Note  for  Teachers:  In  such  a  construction  me  can  be  called  "the  subject  of  the  infinitive"; 
out  this  explanation  is  really  a  piece  of  Latin  syntax;  it  confuses  pupils  to  hear  that  "a  subject  is 
in  the  objective  case."  Such  infinitives  should  never  be  understood — e.  g.,  do  not  say  that 
tc  be  is  understood  in  "We  considered  him  an  honest  man,"  for  no  such  infinitive  can  be  supplied 
in  sentences  like  "We  called  him  an  honest  man." 


APPENDIX  313 

modified  by  an  adjective,  we  can  avoid  confusion  only  by  saying  that  it  is 
a  noun  in  the  objective  case  used  adverbially. 

2.  Construction.  When  we  state  the  case  of  a  noun  and  say  for  what 
reason  it  is  in  that  case,  we  are  said  to  give  its  "construction." 

3.  Complement.  The  general  term  for  ail  objects  and  predicate 
nominatives  is  "complement." 

4.  Classes.     There  are  four  classes  of  nouns. 

a.  A  word  used  as  the  name  of  a  particular  person,  place,  animal, 
or  thing  (written  with  a  capital  letter)  is  called  a  proper  noun :  Napoleon, 
Front  Street,  Jumbo,  the  Leviathan. 

b.  A  name  used  for  any  one  of  a  whole  group  of  objects  is  a  common 
noun:  commander,  street,  elephant,  steamer.  (But  common  nouns  like 
street  or  captain  may  be  used  as  part  of  a  proper  name,  and  so  may  be 
capitalized — Captain  Smith.) 

c.  The  name  of  a  mere  quality  or  condition  is  an  abstract  noun: 
height,  accuracy,  quickness,  dexterity.  No  hard-and-fast  line  can  be 
drawn  between  common  and  abstract  nouns,  and  the  distinction  is  of 
little  value. 

d.  A  singular  noun  that  names  a  whole  group  of  persons  or  animals 
or  things  as  one  unit  is  a  collective  noun:  company,  swarm,  fleet.  A 
collective  noun  takes  a  singular  verb  if  the  whole  group  is  spoken  of  as 
a  unit:  "The  whole  crowd  was  flurried."  It  may  take  a  plural  verb  if  the 
different  individuals  are  referred  to:  "The  crowd  were  dispersing  into 
the  different  rooms." 

5.  Gender.  A  noun  that  is  used  only  for  male  beings  is  of  the  mascu- 
line gender ;  a  noun  that  is  used  only  for  female  beings  is  of  the  feminine 
gender.  All  other  nouns  are  said  to  be  neuter.  (This  distinction  really 
means  nothing  in  English,  because  our  language  has  no  true  "grammatical 
gender."  In  Latin  or  French  or  German  nouns  do  have  an  arbitrary 
"gender,"  which  may  not  correspond  to  any  difference  of  sex;  but  there 
is  nothing  like  this  in  English.) 

6.  Number.  A  noun  which  means  only  one  is  in  the  singular  number; 
a  noun  which  refers  to  more  than  one  is  in  the  plural  number.  Certain 
peculiar  plurals  deserve  notice. 

a.  Nine  familiar  nouns  ending  in  o  preceded  by  a  consonant  have 
a  plural  in  oes:  echo,  hero,  negro,  no,  potato,  tomato,  tornado,  torpedo,  and 
the  game  of  dominoes.     All  others  may  properly  be  formed  with  os.* 

b.  A  dozen  often-used  nouns  ending  in  /  or  fe  have  a  plural  in  ves: 
calf,  elf,  half,  knife,  leaf,  life,  loaf,  self,  shelf,  thief,  wife,  wolf. 

c.  Some  nouns  have  only  a  plural  form:  alms,  scissors,  measles, 
mathematics.     Such  words  as  the  last  two  may  be  used  with  a  singular  verb. 

*  See  "The  Bottomless  Pond  of  oes"  in  the  English  Jov  .^al  for  May,  1916. 


314  THE  JUNIOR  HIGHWAY 

d.  Plurals  of  letters  and  figures  are  formed  with  an  apostrophe  and 
a:  "three  as  in  Macaulay,"  "too  many  7's." 

e  Proper  names  ending  in  y  preceded  by  a  consonant  are  usually 
pluralized  without  changing  y  to  i:   eight  Henrys,  both  Marys. 


IV.     PRONOUNS 

1.  Personals, 
nouns: 

Here  is  a  table  of  all  the  forms  of  the  personal  pro^ 
First  Person 

nom. 

Singular 
I 

Plural 
we 

poss. 
obj\ 

my  or  mine 
me 

our  or  ours 
us 

Second  Person,  old 

nom. 
poss. 
obj. 

Singular 

thou 

thy  or  thine 

thee 

Second  Person 

Plural 

ye 

you  or 
you 

yours 

nom. 
poss. 
obj. 

you 

you  or  yours 

you 

Third  Person 

nom. 
poss. 
obj. 

Singular 
he                     she 
his                     her  or  hers 
him                   her 

it 

its 

it 

Plural 

they 

their  or  theirs 

them 

In  addition  there  are  the  compound  forms  made  by  adding  self  and 
selves:  myself,  ourselves,  itself,  etc.  There  are  only  two  proper  uses  of 
these:  (1)  as  "reflexive"  (he  shot  himself),  (2)  as  "intensive"  (/  was  not 
present  myself).     It  is  annoying  to  find  students  afraid  of  plain  J  and  me. 

2.  Uses  of  it.  It  has  three  uses:  (1)  As  an  ordinary  personal  pronoun 
referring  to  an  antecedent,  which  is  often  in  a  preceding  sentence. 
(2)  As  an  expletive,  used  as  a  kind  of  make-believe  or  "dummy"  subject 
when  the  real  subject  follows  the  verb.  In  such  sentences  the  real  subject 
is  usually  an  infinitive  or  a  clause:  "It  is  hard  to  tell."  "It  is  said  that 
he  has  failed."  (3)  As  an  impersonal  word  not  referring  to  anything  that 
we  can  name:  "It  was  raining."  "It  was  ten  o'clock."  "It  is  I;  be  not 
afraid."     If  an  it  has  no  antecedent,  and  if  there  is  no  word  (or  group 


APPENDIX  315 

of  words)  in  the  sentence  that  is  the  real,  logical  subject,  then  the  it  is 
impersonal. 

3.  Demonstratives.  There  are  only  two — this  and  that,  with  their 
plurals  these  and  those. 

4.  Indefinites:  any,  many,  all,  both,  each,  either,  neither,  few,  other, 
another,  more,  most,  much,  several,  some,  someone.  A  few  other  words 
may  be  indefinites:  such,  same,  etc. 

6.  Interrogatives :  who,  which,  and  what  used  in  asking  questions. 
These  often  form  noun  clauses  in  indirect  questions:  "I  asked  him  what 
he  wanted."     "We  wondered  who  was  there." 

6.  Relatives:  who,  whose,  whom,  which,  and  that  when  used  to  refer 
to  an  antecedent.  A  relative  agrees  with  its  antecedent  in  gender,  per- 
son, and  number;  hence  if  the  antecedent  is  plural,  the  verb  in  the  relative 
clause  must  be  plural. 

He  is  one  of  the  luckiest  fellows  who  have  ever  played  the  game. 
This  is  one  of  the  most  remarkable  performances  that  have  been  given 
here. 

7.  Indefinite  relatives  are  relatives  compounded  with  ever  or  soever. 
They  refer  to  a  vague  antecedent: 

I  will  take  [any  one]  whichever  you  prefer. 
[He,  any  man]  whosoever  will  may  come. 

They  also  form  adverb  clauses: 

Whatever  he  says,  I  shall  not  fear. 

V.  ADJECTIVES 

1.  Descriptive  adjectives  are  those  which  tell  about  the  kind  or  quality: 
a  hot  afternoon,  a  queer  reason,  an  affectionate  child,  a  crimson  banner.  If 
adjectives  clearly  refer  to  proper  nouns,  they  are  written  with  capitals  and 
are  called  proper  adjectives:  French,  Italian,  Calif ornian,  Rooseveltian. 
But  when  an  adjective  of  this  kind  has  come  into  such  common  use  that 
the  person  or  place  is  not  in  our  thoughts,  it  is  no  longer  capitalized :  a  china 
vase,  a  macadam  road. 

2.  Pronominal  adjectives.  When  any  word  usually  called  a  pronoun  is 
used  to  limit  a  noun  or  pronoun,  it  is  called  a  "pronominal"  adjective. 
Thus  pronominals  may  be  demonstrative  (this  hat),  indefinite  (some  other 
one),  interrogative  (whose  book?  which  one?),  or  relative  (in  which  event). 

3.  Numerals  are  adjectives  that  tell  about  number: 
Thirteen  weeks,  a  dozen  answers,  theirs'  letter. 

4.  Articles.  A,  an,  and  the  are  called  "articles."  In  present-day  English 
an  is  used  before  words  that  begin  with  a  vowel  sound;  a  is  used  before 


316  THE  JUNIOR  HIGHWAY 

consonants,  before  a  long  u  (o  university),  and  before  an  h  that  is  sounded 
(a  historical  event). 

6.  Degree.    The  simple  form  of  an  adjective  is  called  the  positive  degree. 

The  form  with  er,  or  modified  by  more,  is  called  the  comparative  degree : 
a  harder  problem,  a  more  tidy  clerk.  The  form  with  est,  or  modified  by  most, 
is  called  the  superlative  degree :  the  handiest  tool,  the  most  peculiar  noise. 

The  normal  form  when  only  two  objects  are  spoken  of  is  the  compara- 
tive:   "Which  of  the  two  is  better?" 

VI.  ADVERBS 

1.  Not  conjunctions.  The  most  useful  fact  in  grammar,  for  learning 
"sentence  sense,"  is  that  the  following  words  are  adverbs.*  They  begin 
independent  statements  and  must  have  a  period  (or  semicolon)  before  them. 

then,  there,  finally,  now,  also,  therefore,  hence 
nevertheless,  accordingly,  consequently,  however,  still,  indeed 

These  adverbs  do,  in  one  sense,  join  clauses,  for  they  tell  the  time,  the 
reason,  etc.  So,  as  a  matter  of  argument,  they  might  be  called  conjunctions 
(see  the  next  section).  But  as  a  matter  of  grammar  and  punctuation  they 
are  adverbs  and  must  begin  new  sentences  (or  be  used  after  a  semicolon). 

2.  Classification.  Adverbs  may  be  (and  usually  are)  classified  accord- 
ing to  their  meanings,  though  these  are  hardly  grammatical  distinctions. 
Illustrations  of  the  five  kinds  are: 

a.  time  Come  later 

b.  place  Stay  yonder 

c.  manner  He  piped  up  eagerly 

d.  degree  Breathing  rather  slowly 

e.  number  Which  he  did  thrice  refuse 

3.  Modal  Adverb.  An  adverb  that  modifies  a  statement  by  showing 
to  what  extent  it  is  true  is  a  modal  adverb  (or  "sentence  adverb,"  or 
"adverb  of  assertion") : 

He  is  not  here.     Indeed  I  do.     Possibly  he  will. 

4.  Interrogative.     An  interrogative  adverb  is  one  that  asks  a  question: 

Why  did  you?    When  are  you  going? 

5.  There  are  four  words  classified  as  adverbs  because  there  is  nothing 
else  to  call  them.  There  as  an  "expletive"  to  begin  a  sentence,  pushing  the 
subject  beyond  the  verb,  is  called  an  adverb.      Yes  and  no,  when  used  in 

♦Note  for  Teachers:  In  a  logical  or  rhetorical  sense  these  words  may  be  called  conjunctions 
by  the  dictionaries  and  grammars,  but  that  classification  has  nothing  to  do  with  our  teaching  of 
the  elements  of  composition.  These  same  grammars  and  dictionaries,  in  punctuating  their  own 
sentences,  put  a  period  or  a  semicolon  before  these  independent  adverbs.  \Ve  must  always  insist 
in  school  that  they  are  independent  and  must  have  a  semicolon  or  a  period  before  them. 


APPENDIX  317 

answers,  are  called  adverbs.    The  word  even,  which  is  a  free  lance,  used  to 
intensify  any  part  of  speech,  is  classified  as  an  adverb. 

Even  I  wept.    He  even  stole  money.    It  is  even  better. 

6.     Degree.     Adverbs  are  compared  just  as  adjectives  are: 

positive  fast  lazily 

comparative  faster  more  lazily 

superlative  fastest  most  lazily 

The  remarks  about  the  comparison  of  adjectives  apply  also  to  adverbs. 

VII.  PREPOSITIONS 

A  preposition  is  a  word  that  attaches  a  noun  or  pronoun  to  some  other 
word  in  such  a  way  as  to  modify  that  other  word, 

looking  toward  home 

the  man  on  guard 

the  thought  of  leaving  you 

There  is  nothing  worth  adding  here  about  the  forms  or  classification 
of  prepositions,  since  they  are  a  kind  of  word  that  can  be  discussed  only 
as  we  find  them  at  work  in  sentences.  A  list  of  prepositions  is  misleading, 
for  almost  every  one  is  frequently  used  as  an  adverb.  Prepositions  are 
thoroughly  treated  in  Lessons  23,  73,  126. 

VIII.  CONJUNCTIONS 

1.  Coordinating.  A  word  that  joins  two  words  or  two  phrases  or  two 
clauses  of  equal  rank  is  a  coordinating  conjunction.  There  are  few  of 
them:  and,  but,  yet,  or,  nor,  either,  neither.  (There  are  several  others  that 
may  be  classified  as  coordinating — like  for,  so,  though*  But  each  of  these 
is  more  commonly  used  in  a  subordinating  way.) 

men  and  boys 

to  go  now  or  to  wait  till  sundown 

neither  so  quick  nor  so  strong 

either  when  you  are  sad  or  when  you  are  merry 

It  may  be  true,  but  I  doubt  it. 

I  am  recovering,  yet  I  am  still  weak. 

•Note  for  Teachers:  To  decide  whether  for  is  coordinating  or  subordinating  may  be  a 
difficult  task — sometimes  an  impossible  one.  It  is  a  metaphysical  discussion  that  should  never 
be  opened  in  the  classroom.  It  is  of  no  earthly  use  to  know  which  kind  for  or  though  is.  Hence 
the  classification  of  conjunctions  in  school  is  unwise  and  may  be  dangerous.  The  most  useful 
practice  is  to  teach  that  for  and  though  usually  join  subordinate  clauses.  So  has  become  sub- 
ordinating in  the  last  forty  years;  but  since  its  subordinating  use  has  to  be  discouraged  in  school, 
we  emphasize  it  as  coordinating.     (See  Lesson  114.) 


313  THE  JUNIOR  HIGHWAY 

2.  Subordinating.  A  word  that  joins  a  subordinate  clause  to  a  wort'  is 
called  a  subordinating  conjunction.*  In  each  of  the  following  examples 
the  word  to  which  the  clause  is  attached  is  in  black  type;  the  first  three 
are  noun  clauses  used,  in  this  order,  as  subject,  as  object,  in  apposition: 

1.  Whether  he  would  join  us  was  doubtful. 

2.  He  asked  if  he  might  leave. 

3.  A  feeling  that  you  are  not  wanted  is  unpleasant. 

4.  It  lay  in  a  corner  of  the  attic,  where  cobwebs  had  gathered. 

5.  I  met  him  as  I  returned. 

6.  He  was  talking  to  himself  when  we  found  him. 

7.  While  she  cooked  breakfast,  we  boys  drew  up  the  boat. 

8.  If  you  hurry  too  much,  all  of  your  good  work  may  be  spoiled. 

IX.  INTERJECTIONS 

An  interjection  is  a  word  used  to  show  emotion:  ah,  0,  ouch.  It  has  no 
syntax,  but  is  "thrown  into"  the  sentence  as  a  detached,  independent  word. 

X.  PHRASES 

A  phrase  is  a  group  of  words,  not  containing  a  subject  and  verb,  used 
like  a  single  word  in  a  sentence. 

To  have  been  so  very  negligent  was  the  height  of  ill-breeding. 

Eleanor  objected  to  our  staying  so  long  in  the  cabin. 

For  a  boy's  confusion  under  such  circumstances  there  is  no  need  of  excuse. 

Every  long  phrase  is  composed  of  some  or  all  of  the  following  elements: 
(1)  simple  prepositional  phrases,  (2)  verbals,  (3)  objects  or  modifiers  of 
(1)  and  (2).  Hence  every  such  complicated  phrase  is  a  pile  of  single  words. 
A  book  could  not  teach  anything  by  referring  in  a  general  way  to  such  a 
whole  mass.  We  must  know  about  the  elements,  must  understand  the 
prepositions  and  participles  and  adverbs.  Therefore  in  learning  about 
sentence  structure  this  vague  use  of  "phrase"  would  be  confusing;  we  apply 
it  only  to  prepositional  phrase. 

XI.  CLAUSES 

There  are  two  kinds  of  clauses: 

1.  A  clause  that  could  stand  by  itself  as  a  separate  sentence  is  called 
independent  (or  the  principal  or  main  clause).  When  two  or  more  inde- 
pendent clauses  are  joined  to  make  a  compound  sentence,  they  are  called 
coordinate  (of  equal  rank). 

•Note  fob  Teachers:  Subordinating  conjunctions  are  often  called  "conjunctive  adverbs" 
or  "relative  adverbs."  Such  names  are  misleading.  A  conjunction  like  when  is  not  really  modi- 
fying anything.  One  grammar  says  that  it  modifies  the  verb  in  the  subordinate  clause;  another 
says  that  it  modifies  the  verb  in  the  main  clause.  >  Any  such  subtlety  about  modifying  is  destruc- 
tive. What  pupils  need  to  know  is  that  when  joins  a  subordinate  clause  to  some  one  word  in  the 
main  clause.  The  two  following  ideas,  and  no  others,  should  be  driven  home:  (1)  a  subordinating 
conjunction  is  purely  a  joining  word;  (2)  it  "hooks"  its  clause  to  some  one  word  in  the  main  clause. 


APPENDIX  319 

2.  A  clause  that  is  used  like  a  noun  or  adjective  or  adverb  is  called 
subordinate  (of  lower  rank). 

XII.  SENTENCES 

1.  As  to  meaning.    Sentences  are  classified  thus  as  to  their  meaning: 

a.  A  sentence  that  makes  a  statement  is  "declarative." 

b.  A  sentence  that  asks  a  question  is  "interrogative." 

c.  A  sentence  that  gives  a  command  is  "imperative." 

d.  A  sentence  that  expresses  emotion  by  its  form  is  called  "exclamatory." 
Any  of  the  first  three  kinds  of  sentences  may  be  made  exclamatory  by  writ- 
ing it  with  an  exclamation  mark:  "You  are  not  a  scoundrel!"  "What  have 
you  done!"    "Fire!" 

2.  As  to  structure.  With  reference  to  the  clauses  they  contain,  sen- 
tences are  of  three  kinds: 

a.  A  sentence  that  has  only  one  clause  is  called  "simple."  A  simple 
sentence  may  have  several  subjects  and  several  verbs,  but  every  verb  ap- 
plies to  every  subject,  or  vice  versa:  "  Hal  and  you  and  I  will  sit  in  the 
stern  and  try  to  balance  the  boat." 

b.  A  sentence  that  contains  only  one  independent  clause  and  one  or  more 
dependent  clauses  is  called  "complex":  "If  you  eat  it  because  you  like  it, 
I  will  ask  how  is  it  made." 

c.  A  sentence  that  contains  two  or  more  independent  clauses  is  called 
"compound":  "He  told  us  what  to  do  if  it  snowed,  but  he  never  -dreamed 
that  it  would  rain." 

XIII.  ELLIPSES 

1.  Real.  Words  that  are  easily  understood  are  often  omitted.  Some- 
times both  subject  and  verb  are  omitted:  "[You  be]  Steady  there!"  As 
and  than  are  commonly  followed  by  elliptical  constructions:  "He  is  not 
so  tall  as  I  [am]."  "The  Pacific  is  larger  than  the  Atlantic  [is]." 

2.  False.  But,  except  for  such  cases,  it  is  poor  policy  to  understand 
words  in  explaining  syntax.  If,  for  example,  we  wish  to  explain  the  con- 
struction of  place  in  "This  seems  a  good  place  to  eat,"  we  shall  be  wrong  if 
we  say  that  place  is  the  object  of  an  understood  like,  or  that  it  is  the  predi- 
cate after  an  understood  to  be.  No  such  words  need  to  be  supplied.  If  we  put 
them  in,  we  are  not  explaining  the  given  word,  but  are  talking  about  a  dif- 
ferent sentence  that  we  have  manufactured.  Place  is  a  predicate  nominative 
after  seems.  It  is  always  wrong  to  express  the  same  meaning  in  other 
words,  and  then  to  explain  those  other  words.  We  must  explain  the  sen- 
tence as  it  stands. 

But  supplying  an  ellipsis  does  not  change  any  construction;  it  simply 
shows  the  only  construction  there  could  be. 


INDEX 


a  words  in  spelling,  24,  31,  70,  226 

Ability,  see  Minimum 

Abstract,  see  Nouns,  classified 

Accent,  34 

accept,  226 

Accusative,  311 

across,  32 

Action  in  composition,  91;  see  De- 
scription, action  in 

Active,  292,  294,  305,  308,  311 

address,  258 

Addresses  of  letters,  69,  75,  86,  97; 
see  Letters  in  Contents 

Address,  letter  about  change  of,  85 

Address,  noun  of,  102;  see  Nouns  of 
address;  see  Commas 

Adjectives,  213,  223,  235,  295;  see 
fid,  al,  etc.;  classified,  228,  315; 
denned,  229;  numeral,  229;  predi- 
cate, 259,  293;  distinguished  from 
adverbs,  259;  proper,  228;  super- 
lative of,  174;  verbal,  see  Parti- 
ciple 

Adverbs,  239,  310;  denned,  266; 
classified,  316;  conjunctive,  318; 
of  degree,  265;  distinguished 
from  predicate  adjectives,  259, 
266;  distinguished  from  prepo- 
sitions, 263,  266;  distinguished 
from  conjunctions,  316;  inter- 
rogative, 258 

Advertisements  for  letters,  139, 
140,  217 

affect,  226 

affectionately,  226 

again,  268 

against,  268 

Agreement,  of  relatives,  315;  of  verb, 
185;  see  Subjects  of  verbs,  Num- 
ber 

Agriculture,  U.  S.  Department  of, 
280,  283 


al,  225 

Alligator,  theme,  22 

all  right,  22,  58,  65 

almost,  74 

Alphabetical  arrangement,  30,  81 

already,  74 

altogether,  74,  171 

always,  74 

Ambiguous  pronouns,  121 

American,  see  Agriculture,  Trans- 
portation, Heating,  etc. 

among,  32 

and,  habit,  6, 17,  18,  19,  20,  22,  53, 
54,  59,  28,  33,  52,  53,  54,  59,  81, 
147,  152,  249;  punctuation  of, 
156;  substitutes  for,  54,  55 

angel,  200 

Animal,  description  of  an,  123 

answer,  210 

Antecedent,  314,  315 

any,  31 

anything,  31 

anywhere,  172 

apiece,  216 

Apostrophe,  99,  165,  200,  212,  261, 
312,  314 

Application  for  position,  203,  205, 
217, 271 

Appositive,  200,  201,  311,  312;  see 
Commas,  Infinitives,  Clauses 

aren't,  165 

arguing,  112 

argument,  113 

Argument  in  compositions,  130,  240, 
242,  246,  251,  270,  271;  see  De- 
bate, Trial 

Armenia,  209 

around,  268 

arouse,  268 

arrangement,  226 

Arthur,  King,  191 

article,  258 


321 


322 


THE  JUNIOR  HIGHWAY 


Articles,  229, 315 

as,  319 

asks,  65 

at  all,  65 

ate,  79 

athletics,  258 

at  last,  65 

Attention,  position  of,  198 

Audubon  Association,  280 

Authorities,  251,  283,  284 

Auxiliaries,  309,  310 

awful,  238 

Baker  Company,  see  Basketball 

Banquet,  145 

Barnum's  Museum,  166 

Baseball  recruit,  179 

Basketball  letters,  257,  footnote 

Battle,  composition  on,  228 

bear,  157 

before,  32 

begin,  drill  in  forms,  248 

beginning,  220 

Beginning  compositions,  19,  20,  39, 
40,43,50,67,78,116,228 

Beginning  sentences,  25,  26,  28,  29, 
71,  80,  179,  226;  see  and  habit, 
so,  Rest  period,  Prepositions,  Sen- 
tence Work  in  Contents 

believe,  209, 216 

benefit,  210 

Bicycle  ride,  My  first,  17,  18 

Bicycles,  old,  142 

Birds,  in  themes,  68;  lists  of,  128; 
newspaper,  129;  song,  252 

Black  Beauty,  230 

Body  of  letter,  85;  see  Letters  in 
Contents 

Bones,  158 

Book,  description  of  my,  173 

Boone,  28 

boulder,  217 

break,  125,  157 

Breathing,  18,  54 

brief,  216 

bring,  drill  in  forms,  173 

Buccaneer,  The  Old,  219 

Bunker  Hill,  228 


but,  233,  234,  249 

busier,  222 

business,  222 

Butcher  and  his  family,  A,  221 

Camel,  247 

Camera,  letter  about,  139;  see  Eagle 

Camp  argument,  271 

Camps  advertised,  140 

can't,  165 

Capitals,  315;  see  Nouns,  Adjectives 
classified;  see  Letter  forms 

captain,  268 

careful,  238 

carefully,  189 

Carefulness,  21,  25,  36,  39,  40,  100, 
185, 189, 203,  etc. ;  in  penmanship, 
81,  116;  see  Habit  in  spelling, 
Idiom,  etc.;  see  and,  so,  Spacing, 
Improvement,  etc. 

Carelessness,  112;  see  Carefulness 

carries,  221 

Case,  308 

catch,  157 

Center  of  population,  110 

certain,  268 

Challenge,  181 

Character  in  description,  180;  see 
Description 

Character  sketch,  219,  221 

Check,  265 

Chicago,  politeness  in,  179 

chief,  216 

Christmas  Carol,  A,  103 

Church,  smallest  in  the  country,  142 

Class  book,  285 

Clauses:  classified,  318;  adjective, 
275,  287,  289,  and  see  Pronouns 
relative,  who,  etc.;  adverb,  276, 
315,  and  see  Clauses  subordinate 
and  introductory,  Conjunctions 
subordinating;  introductory,  106, 
172,  226;  noun,  278,  318;  princi- 
pal (or  coordinate),  89,  126,  206, 
233,  245,  290,  318,  319;  sub- 
ordinate, 89,  96,  113,  123,  131, 
147, 226,  290,  318 

Cliff,  climbing  of,  87 


INDEX 


325 


Climax,  148;  see  End 

Close,  complimentary,  85;  of 
themes,  see  End 

coarse,  70 

Coherence,  152,  207;  see  Descrip- 
tion, order  in,  Paragraphs,  Out- 
lines, etc. 

Collective,  313 

Colon,  76 

coming,  112 

Command,  see  Imperative 

Commas:  in  addresses,  75-78,  97, 
190;  in  letter  forms,  69,  85,  86, 
98,  and  see  Envelopes,  Heading, 
Letters  in  Contents;  with  nouns 
of  address,  102,  157,  171;  with 
appositives,  200;  with  and,  249; 
with  but,  233;  with  dates,  190,  and 
see  Letters;  with  for,  245;  with 
quotations,  250,  251,  254,  and  see 
Quotation  marks;  with  intro- 
ductory clause,  96,  172,  226;  with 
participle  groups,  255;  with  series, 
156,  166,  171;  with  so,  236,  249; 
with  yes  and  no,  102,  157,  171 

Comma  blunder,  fault,  sentence,  see 
Sentence  error 

Comma  Book,  6, 157;  see  Punctua- 
tion lessons  in  Contents 

Community  improvement,  161 

Comparative,  comparison,  see  De- 
gree 

Complement,  313 

Composition,  see  Oral,  Written  in 
Contents;  see  the  titles  and  sub- 
jects 

conceit,  264 

Conjugations,  306,  307 

Conjunctions:  classified,  316,  317; 
coordinating,  249,  317,  and  see 
and,  but,  for,  so,  and  Clauses  prin- 
cipal; subordinating,  123,  276, 
317,  and  see  when,  if,  etc.,  and 
Clauses  subordinate;  omitted,  278 

Connecting  sentences,  18;  see  and 
so,  Rest  period 

Consonants,  153,  185,  222;  see 
Doubling 


Construction,  313 

Contractions,  239,   165,  200,  212, 

239 
controlling,  220 

Conversation,  89,  91;  see  Interview 
copies,  153 
corner,  261 
Correlatives,  317 
course,  261 
coward,  83 
cried,  200 
cries,  87 
crowd,  48 
Crowding  words,  38;  see  Spacing 

Dates,  69,  171;  see  Letters 

Debate,  279,  284;  see  Argument 

deceive,  264 

defining  words,  232,  234,  237 

definite,  189 

definitely,  257 

Degree  of  adjectives  and  adverbs, 
174,  222,  316,  317 

delayed,  257 

Demonstrative,  see  Pronouns 

denies,  153 

describe,  174 

description,  174 

Description  in  composition,  115, 
148,  184,  etc.;  see  Oral,  Written 
in  Contents;  denned,  219;  action 
in,  178, 184, 212,  230;  atmosphere 
in,  141;  character  in,  180,  219; 
coherence  in,  see  order  in,  below; 
observing  for,  123,  173;  odor  in, 
141,  215;  order  in,  184,  198;  per- 
sonal element  in,  180;  not  sar- 
casm in,  221;  sound  in,  212,  221, 
detective  work  in,  195;  was  in, 
194,  212;  interest  in,  see  Interest 

despair,  174 

destroy,  174 

Detective  work,  195 

Devil's  Tower,  60 

Diacritical  marks,  30,  34,  81 

Dialog,  112,  122,  144;  see  Quota- 
tions direct,  said  words,  Interest 

Dickens,  103, 118 


324 


THE  JUNIOR  HIGHWAY 


Dictionary  work,  29,  207,  etc.;  see 

Contents 
Differentiated  courses,  7 
dining,  112 
disagree,  268 
disappear,  268 
disappointed,  268 
divide,  188 
do,  drill  in  forms,  36;  in  verbs,  82; 

regular,  306 
Dodson,  253 
does,  48 

doesn't,  166,  167 
don't,  165,  167 
double,  217 
Doubling  consonants,  174,  185,  189, 

195,  220,  257 
dragged,  185 
draw,  drill  in  forms,  88 
Drawing,  164 
Dreams,  188 
drink,  drill  in  forms,  199 
drive,  drill  in  forms,  190 
dropped,  185 
dying,  238 

e,  dropping,  112,  221;  in  spelling 
words,  174,  210,  256 

ea  words  in  spelling,  41, 157 

each,  183,  185,  228 

Eagle  and  camera  man,  116 

easier,  222 

eat,  drill  in  forms,  79 

ed,  in  spelling  verbs,  185,  257,  306; 
see  Doubling 

effect,  175 

Efficiency  in  teaching,  7;  see  Ex- 
perience 

Egypt,  246 

ei  words,  264 

either,  185,  264 

Ellipses,  319 

Embarrassing  moment,  169 

Emphasis,  see  End 

End  of  themes,  39,  40,  44,  67,  78, 
148, 188,  228,  230,  245 

enemy,  175 

enough,  42 


entirely,  257 

Enunciation,  18,  21,  33,  81,  146 

Envelopes,  98,  202 

Essentials,  see  Minimum 

est,  endings,  174,  222,  307,  316 

etc.,  226 

even,  317 

ever  words,  172,  277,  315 

Evers,  179 

every,  48 

everyone,  186 

except,  175 

Exclamation  mark,  250,  312,  319 

Experience  in  teaching,  3,  4,  5,  8 

Explanation,  6,  134,  137,  148,  151, 
155,  158,  159,  161,  164,  170,  198, 
236;  see  Oral, Written  in  Contents 

Expletive,  154,  299,  314,  316;  see 
there,  it 

Exposition,  see  Explanation 

Eyes,  when  speaking,  19 

February,  172 

field,  209 

fierce,  209 

finally,  189 

Finding  a  place,  155 

Fire  in  a  trench,  152 

Fire-making,  58 

First  Aid,  159 

Folding  letters,  97 

for,  245 

Ford,  our  own  particular,  180 

Form  of  composition,  37,  38,  44; 
see  Indenting,  Title,  etc. 

Form  of  letters,  69,  75;  see  Head- 
ing, Envelope,  etc. 

Forms,  similar  together  in  spelling, 
see  Similar 

forty,  238 

freight,  264 

friend,  216 

ful,  238 

Future,  308 

Game,  some  unusual,  120 
Gender,  313 
generally,  189 


INDEX 


S25 


Gerunds,  227,  256,  297,  309,  311; 
see  Verbs,  distinguished  from 

Ghost  story,  243 

Gift  of  the  Magi,  The,  188 

Girl  Scouts,  164 

give,  drill  in  forms,  105 

Gluck,  92 

go,  drill  in  forms,  29 

good,  259 

grabbed,  185 

grammar,  spelling  of,  24,  47,  58,  65 

Grammar,  in  composition,  4,  5,  7, 
52,  53,  80,  etc.;  forms  and  classi- 
fication of,  305-319;  see  Sentence 
Work  in  Contents,  Sentence  error, 
Prepositions,  etc. 

great,  157 

Grizzly  and  mountain  lions,  25 

grow,  drill  in  forms,  227 

Habits:  in  composition,  see  and, 
so,  Rest  period,  etc.;  in  idiom, 
21,  52,  301,  and  see  Right  Forms 
in  Contents;  in  punctuation,  218, 
227,  234,  301;  in  spelling,  5,  7, 
47-48,  66,  88,  126,  175,  189,  300, 
and  see  Trouble  spots,  and  see 
most  of  the  spelling  lessons;  with 
verbs,  81,  and  see  Right  Forms  in 
Contents;  see  Carefulness 

Hallowe'en,  68,  101 

happiness,  222 

hasn't,  165,  217 

have,  spelling,  41;  in  contractions, 
165,  212;  regular,  306 

haven't,  165 

Heading,  69,  75;  see  Letters  in 
Contents 

Heating  the  American  home,  286 

heavier,  222 

Heidegger,  106 

Henry,  188 

her,  186 

Hiawatha,  62 

Highlander,  176 

Highland  regiment,  178 

his,  186 

hoarse,  70 


Hog  and  cocoanut,  74 
Holmes,  228 
Holy  Grail,  The,  17 
hoping,  112 
Horse  race,  231 
how,  123,  258 
hurriedly,  189 
hurries,  153 
Hyphens,  74, 171 

i,  words  in  spelling,  188 

Idioms:  good  habits  in,  21,  and  see 
Habits;  improving,  52,  146,  147, 
207,  244,  259,  301,  and  see  Right 
Forms  in  Contents 

ie  words,  209 

ied  forms,  200 

ies,  87,  153,  157;  see  y 

if,  123, 132, 276, 278 

I'll,  212 

I'm,  212 

immediately,  226 

Imperative,  176,  254,  307,  309,  319 

Improvement:  see  Habit,  Interest, 
Idiom,  Carefulness,  Minimum, 
Spelling,  etc. 

Indefinite,  see  Pronouns 

Indention,  38,  85 

Indian:  fire,  58;  legend,  60;  pre- 
tending to  kill,  99 

Indicative,  307,  308 

Indorsing  composition,  38,  125 

in  fact,  65 

Infinitives,  126,  196,  298,  309,  310, 
312 

ing  forms,  195,  238,  308;  see 
Doubling 

in  spite,  65 

interest,  spelling,  210 

Interest  in  composition,  50,  62,  91, 
92,  110,  122,  170;  see  Quotations 
direct,  Rest  period,  Description, 
etc. 

Interjections,  315 

Interview,  93,  95, 108,  110,  134, 142 

Intransitive,  293 

Irregular  verbs,  306 

Irving,  184,  221 


326 


THE  JUNIOR  HIGHWAY 


isn't,  165,  217 

it,  expletive,  299;  three  uses  of,  314 

its,  65,  186 

I've,  212 

Jazz  for  animals,  56 
Judges,  271,  281,  282 
Jury,  282 
just,  157 

King's  Mountain,  battle  of,  224 
Knife  denned,  232 
Knot,  164 

know,  spelling,  31;  drill  in  forms,  59 
Knowledge,    see    Minimum   essen- 
tials, Ability 

I,  doubling,  189 

ladies,  157 

Lady  or  the  Tiger,  The,  188 

laid,  74 

lain,  44;  see  lie 

lay,  44;  see  lie 

led,  41 

Letter  forms,  68,  69,  262,  etc.;  see 

Contents;    see    Heading,    Body, 

Envelope,  etc. 
Letters:  folding,  97;  facsimile,  101; 

see  Order,  Application,  etc. 
level,  48,  200 
lie,  44,  87,  238 
like,  158,  319 
Lincoln  at  the  fair  grounds,  172; 

his  spelling,  109 
loneliness,  222 
lonely,  256 
Longfellow,  62 
lose,  73,  83 
lovely,  256 
luckier,  222 
ly,  189,  222,  239,  256 
lying,  238 

Mad  dog,  187 
Magician,  138 
Mail,  U.  S.,  285 
many,  31 
Margin,  38 


Marley,  103 

Mastery,  147;  see  Habit,  Careful- 
ness, Improvement 

Mathematics  vs.  history,  93 

meant,  24 

Midnight  visitor,  25 

Minimum  ability  for  promotion, 
summaries  of,  80,  147,  206,  300 

Minimum  essentials,  5,  7;  see  Mini- 
mum ability 

minute,  267 

Mode,  307 

modifies,  87 

Modify,  in  grammar,  229 

Money,  my  first,  66 

Mountain,  scrambling  up  the,  99 

move,  73,  83 

Movie  of  sea  battle,  56 

Moving  pictures,  178;  see  Descrip- 
tion, action  in 

Narration,  6;  see  Story 

Narrow  escape,  A,  18 

naturally,  189 

Naval  battle,  56 

necessary,  172 

neither,  186,  264 

N.  E.  R.,  208 

new,  157 

Newspapers,  170,  217;  see  Paper 

Nicholas  Nickleby,  118 

nickel,  200 

ninth,  113 

no,  an  adverb,  258;  see  Commas 

Nominative:  of  pronouns,  260; 
constructions  of,  3 12;  see  Subjects, 
Predicate  nominative,  Appositive 

Non-restrictive  participles,  256 

not,  165,  239 

Notes,  see  Outlines 

Noticing,  power  of,  115;  see  De- 
scription, Observation 

Nouns:  of  address,  102,  157,  312; 
classified,  35,  150,  223,  313;  de- 
fined, 35;  plurals,  157,  261;  cases 
of,  311;  as  subjects,  45,  153,  etc., 
and  see  Subjects;  verbal,  see 
Gerunds 


INDEX 


327 


nowhere,  171,  172 

Number,   307,   313;   see   Singular, 
Plural,  Nouns,  Pronouns,  Verbs 
Numbering  pages,  38 
Numerals,  315 

Object:  indirect,  273;  of  preposi- 
tions, 158,  168,  175,  192,  and  see 
Prepositions;  of  verbs,  271,  292; 
relatives  as,  287 

Objective  uses  classified,  312 

Objectivitis,  272 

Observation,  246;  see  Description 

obstacle,  109 

occurred,  220 

occurrence,  220 

o'clock,  200 

of,  72 

offered,  257 

one,  185 

opened,  257 

opportunity,  110 

Oral  Composition,  6,  17,  19,  22,  28, 
32,  etc. ;  see  Contents 

Order,  207;  see  Description 

Order  letters,  201 

ought,  97 

Our  Young  People,  125 

Outlines,  225,  228,  236;  see  Para- 
graphs 

paid,  74 

Panther  story,  49 

Paper,  school,  110, 130 

Parachute,  160 

Paragraphs,  38,  39,  40,  43,  50,  85, 

122,  152,  173,  191,  225;  for  oral, 

220;  for  quotations,  110 
Participles,  196,  295,  309,  311,  312; 

passive,  296;  groups,  255 
particle,  258 
Parts  of  speech,  defined,  223;  see 

Words 
Passive,  292,  294,  297,   305,    308, 

309,  311 
Pausing,  see  Rest  period 
Pencil  defined,  232 


perform,  32 

perhaps,  32 

Periods,  40,  104,  157,  171,  254,  316; 
see  Rest  period,  Sentence  error 

Person,  176,  307,  309 

Personal  element  in  description,  180 

Personal  pronouns,  175;  see  Pro- 
nouns, Person 

Photograph,  204 

Phrase,  64,  158,  310,  318;  as  ad- 
jective or  adverb,  269,  312;  in- 
troductory, 226;  see  Preposition 

piece,  209,  216 

Pig-iron  story,  149 

Pioneer  days,  51, 141 

Pirates,  52 

planned,  185 

pleasant,  217 

Pluperfect,  308 

Plurals  of  nouns,  261,  307,  313,  314 

Poacher,  284 

Politeness,  179 

Positive,  see  Degree 

Possessive:  of  nouns,  singular,  99; 
plural,  261;  of  pronouns,  65,  83; 
as  a  case,  312 

Practice  for  composition,  22,  28, 
33,  59,  89,  108,  135,  215 

Predicate:  defined,  310;  adjectives, 
214,  and  see  Adjective;  nomina- 
tive, 210,  214,  272,  278,  293,  299; 
objective,  312;  of  personal  pro- 
nouns, 260 

Prepositions,  63,  66,  158,  168,  175, 
192,  226,  234,  245,  272,  310;  de- 
fined, 317;  applied  in  composi- 
tion, 71,  72,  74,  106;  at  end  of 
clause,  288;  distinguished  from 
adverbs,  263;  not  to  be  under- 
stood, 274 

principal,  225 

Principal  clause,  see  Clause 

Principal  parts,  306 

probably,  213 

Pronouns:  ambiguous,  121;  in  ap- 
position, 201;  compound,  314 
and  see  ever;  defined,  42;  demon- 
strative, 183,  315;  distinguished 


328 


THE  JUNIOR  HIGHWAY 


Pronouns  (continued) 
from  adjectives,  228;  impersonal, 
314;  indefinite,  183, 185,  228,  315; 
intensive,  314;  interrogative,  113, 
315;  personal,  113,  132,  175,  192, 
260,  304,  314;  reflexive,  311; 
relative,  96,  113,  275,  278,  287, 
288,  315;  relative,  constructions 
of,  288,  289,  294;  singular  for 
singular  antecedent,  185;  right 
uses  of,  121,  175,  183,  186,  192, 
193,  206,  260,  understood,  131; 
spelling  of  possessive,  65,  83. 

Pronunciation,  29;  see  Dictionary 

Proof,  22;  see  Argument 

Proper,  see  Nouns,  Adjectives  class- 
ified 

prove,  74 

Pumpkin's  success,  37 

Punctuation,  5, 38, 40,  69,  75,  102, 
156,  171,  etc.;  see  Comma, 
Period,  etc.;  see  Heading,  En- 
velopes, etc.;  see  Contents, 
Comma  Book;  see  Habit 

Pup  and  game-cock,  84 

Pup  and  kettle,  240 

pursuing,  112 

Questions:  direct  for  interest,  92, 
94;  in  quotations,  250  and  see 
Quotations;  as  sentences,  113, 
124;  subject  in,  46;  indirect,  89, 
91,  113,  315;  see  Question  mark; 
see  Interview 

Question  mark,  25,  102,  109,  157, 
234,  236 

quiet,  258 

quite,  213 

Quotations:  for  interest,  62,  91,  92, 
94,  103,  and  see  Quotations  di- 
rect; direct,  undivided,  37,  94, 
103,  104,  110,  119,  121,  130,  135, 
136,  144,  147,  149,  and  see  Quo- 
tation marks;  divided,  251, 254 

Quotation  marks,  250-254 

Radio,  139 
reaUy,  189 


Reasoning,  241,  242;  see  Argument 

receive,  264 

Regular  verbs,  306 

Rehearsal  for  composition,  see  Prac- 
tice 

relieve,  209 

replies,  153 

Rest  cure,  see  Rest  period 

Rest  period,  18,  19,  52,  53,  54,  59, 
67,  92,  138,  170,  225 

Restrictive,  see  Non-restrictive 

Review,  see  Spelling,  Punctuation, 
etc.,  in  Contents;  see  Habit,  Care- 
fulness 

Revising,  244;  see  Carefulness, 
Practice 

ride,  drill  in  forms,  211 

Right  forms,  21,  etc.;  see  Contents 

ring,  drill  in  forms,  114 

Rip  Van  Winkle,  90,  107 

road,  157 

rode,  41 

Room  described,  194 

Rope  story,  53 

rough,  42 

run,  drill  in  forms,  155 

s:  adverb  ending,  172;  for  posses- 
sive, 99;  for  third  person  singu- 
lar, 65 

safety,  257 

said,  74 

Said  words,  92-95,  103,  104,  108, 
110,  119,  122,  135,  136,  251,  255 

Salutation,  76 

sat,  51 

scaring,  112 

Schools  old  and  new,  134 

Scott,  284 

Scouts,  see  Girl 

Scrooge,  103 

Sea  serpent,  53 

see,  drill  in  forms,  21 

seize,  264 

Self-starters  for  paragraphs,  191 

self  pronouns,  314 

Semicolon,  316 

sense,  48,  84 


INDEX 


329 


sentence,  175 

Sentences:  classified,  319;  com- 
plete, see  Sentence  error;  com- 
plex, 319,  and  see  Clauses  sub- 
ordinate; compound,  233,  249, 
319,  and  see  Conjunctions  co- 
ordinating, and,  but,  for,  so; 
simple,  22,  113,  124,  132,  and  see 
all  Sentence  Work  lessons  through 
page  87;  simple  with  more  than 
one  verb,  86,  319 

Sentence  error,  38,  80,  81,  89,  96, 
113,  124,  126,  131,  147,  148,  160, 
187,  194,  249,  254 

Sentence  improvement,  18,  28,  54, 
66,  72,  73,  170,  301;  see  Begin- 
ning, Sentence  error,  and,  so, 
Habit,  Rest  period,  Sentence  sense 

Sentence  sense,  4,  5,  18,  25,  38,  316; 
see  Sentence  Work  in  Contents 

Sentence  Work,  4,  25,  80,  etc.;  see 
Contents;  see  Minimum  ability 

separate,  24,  47 

Series,  see  Commas 

Setting  a  bone,  158 

shall,  308,  310 

shan't,  165 

Sharp,  280 

Sheridan,  B.  M.,  4 

shining,  112 

shone,  41 

Shorthand  reports  of  oral,  6,  17,  19, 
52 

shoulder,  217 

Signature,  85 

Silver,  52 

Similar  forms  together,  32,  70,  73, 
83,  209,  etc.;  see  most  of  the 
spelling  lessons 

since,  213 

sincerely,  256 

sing,  drill  in  forms,  122 

Singular  subject,  185,  307;  denned, 
313;  see  Subjects 

Sir  Launfal,  17 

sit,  drill  in  forms,  51 

Skates,  130 

Sketch  for  explanation,  164 


Sketch,  see  Character 

Sheet  bend,  164 

Snow-Bound,  211 

So  habit,  6,  17,  etc.;  see  the  refer- 
ences under  and  habit;  235,  317 

so  with  period,  235;  with  comma, 
249 

so  that,  236,  276 

Soldiers,  178,  198 

Solid  words,  74 

something,  157 

somewhere,  172 

Song  birds,  252 

Spacing  words,  38,  39,  40 

Sparrow,  283 

speak,  41 

speech,  175 

Spelling:  articles  on,  4,  313;  care 
in,  40,  51,  and  see  Habit,  and  see 
most  of  the  lessons;  grading  of, 
25;  matches,  163,  181,  302; 
plurals,  313;  technique  of,  5 

Sphinx,  247 

Squeers,  118 

Squirrel,  debate  on,  279 

Squirrel's  trick,  33 

stayed,  257 

Stevenson,  52,  178,  215 

stirred,  185 

Stockton,  188 

stopped,  185 

Story,  17,  19,  149,  181,  187,  etc.; 
of  a  horse,  230;  of  a  ghost,  243; 
see  the  titles;  see  Oral,  Written 
in  Contents 

straight,  261 

stretch,  48 

studies,  153 

Stung! 149 

Subjects  of  tferbs,  45, 46, 48, 107, 108, 
153,  168,  176,  183,  193,  210,  214, 
278,  299,  314;  see  Verbs;  see 
Sentence  Work  in  Contents;  com- 
pound subject,  86,  166,  249,  319; 
of  imperative,  176,  254,  319;  in 
questions,  153,  294;  singular  and 
plural,  307;  of  infinitive,  312 
(note) 


330 


THE  JUNIOR  HIGHWAY 


Subjunctive,  304,  306 
Subordinate,   see  Clause,  Conjunc- 
tion 
sugar,  83 

Summary,  see  Minimum  ability 
Summer  school,  108 
Superlative,  see  Degree 
sure,  47,  83 
surely,  256 
surprise,  216 
Syllables,  34 
Synonyms,  93 

take,  84 

tear,  157,  234 

Tenses,  305,  306,  308,  310 

than,  319 

that:  conjunction,  278,  and  see  Con- 
junctions subordinating;  demon- 
strative, 183;  relative,  275,  287, 
288,  294,  and  see  Pronouns  rela- 
tive 

their,  48,  186 

then,  249 

there,  spelling,  175;  expletive,  154, 
175,  258,  299,  316 

thief,  209 

thing  for  definitions,  232 

this,  183 

thou,  307 

though,  54 

throw,  spelling,  31;  drill  in  forms, 
140 

ties,  87 

Title  of  composition,  38;  for  para- 
graphs, 225,  228 

to  words,  196;  see  Infinitives 

Toasts,  145 

together,  171 

told,  41 

too,  22,  58,  110 

Topic  sentence,  191 

toward,  47,  83,  171 

Transitive,  292,  294,  305 

Transportation,  286 

Trap,  the  third,  67 

Treasure,  52 

Treasure  Island,  219 


Trial  of  Mr.  Sparrow,  282 

Trick,  138 

tried,  200 

tries,  87,  221 

trouble,  217 

Trouble  spots,  5,  47;  see  Similar 

forms  together 
try,  87 
tying,  238 

Understood  words,  see  Words, 
Ellipses,  Imperative 

Unity,  6;  see  Beginning,  End,  Para- 
graphs 

until,  48 

used,  257 

using,  112 

usually,  189 

Verbs:  defined,  26;  forms  and  classi- 
fications of,  305;  agreement  with 
subject,  307;  as  clues  to  sentence- 
structure,  26,  27,  41,  45,  57,  86, 
126,  132,  162,  223,  234;  forms  of, 
see  Right  Forms  in  Contents; 
see  ed,  ing,  s,  Doubling,  for  spell- 
ing; distinguished  from  verbals, 
adjectives,  etc.,  for  training  in 
sentence  sense,  27,  41,  48,  63,  82, 
108,  126,  131,  162,  196,  206,  295, 
and  see  Participle,  Infinitive, 
Gerund;  of  four  words,  107;  com- 
pound, 319;  with  compound  sub- 
ject, see  Subject;  conjugations  of, 
306;  principal  parts  of,  306 

Verbals,  distinguished  from  verbs, 
48,  57,  126,  206,  295,  310;  see 
Participle,  Infinitive,  Gerund 

very,  109 

view,  216 

View,  description  of  a,  184 

Visit,  letter  for,  73 

Vocabulary  improvement,  187,  195, 
215 

Vocative,  see  Noun  of  address 

Voice,  305;  see  Active,  Passive 

Vowels,  153,  185 


INDEX 


331 


Wages,  204 

was  in  description,  194 

wasn't,  165 

Water  fight,  32 

Water,  power  of,  109 

weak,  41 

wear,  157 

weather,  226 

Wednesday,  172 

week,  175 

weight,  264 

weird,  264 

we#,  vs.  good,  259 

well  habit,  33 

wenZ,  29 

were  for  subjunctive,  304 

weren't,  165 

ty/iaf,  294;  see  Pronouns  relative 

whatever,  172,  277 

w/ien,  123,  226,  258,  276,  318;  in 
definitions,  237 

whenever,  172,  277 

where,  123,  131,  258;  in  definitions, 
237 

where  words,  172 

wherever,  172,  226,  277 

whether,  123,  175,  278 

which,  113,  275,  287,  294;  see  Pro- 
nouns relative 

whichever,  172 

while,  226 

Whittier,211 


who,  113,  131,  275,  287,  294;  see 

Pronouns  relative 
whoever,  172 
whose,  47,  83 
why,  123,  258,  278 
Windmill,  girl  on,  181 
without,  171 
wonderful,  238 
won't,  165 
Wooster,  219 
Words:  not  in  themselves  parts  of 

speech,  223,  228,  233,  234;  not  to 

be  understood,  312  (note),  319; 

omitted,  316;  that  are  not  verbs, 

see  Verbs 
woman,  48 
women,  174 
write,  70 
writing,  112 
Written   Composition,    6,    36,   39, 

42,  etc.;  see  Contents;  facsimile 

of,  37 

y  changed  to  i,  222,  257,  314;  see 
ies,  ied,  busier,  etc. 

yes,  an  adverb,  258,  316;  see  Com- 
mas 

Zero  group,  131,  160,  290;  see 
Verbals,  Conjunctions  subordi- 
nating, Sentence  error 


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